001one. Good evening everyone. Welcome to the Cornal Central School District Board of Education monthly business meeting for May 18th. Uh please join me in the pledge of allegiance to >> the flag of the republic. We're going to begin with our uh recognition of visitors. The board of education welcomes public comment. Each speaker is asked to come to the microphone, state their name, and limit comments to three minutes. Please remember there is no cross dialogue between speakers and the board members. Comment should remain respectful and civil, and matters involving individual personnel or students should be addressed through the superintendent's office. Is there anyone who would like to speak? And if you would like to, the microphones are here at the end of the Is this one working? Yeah. comment is getting real close to Hold the
002wire. There we go. I've caused a lot of problems trying to make public comment here. Uh, good evening. John Hines, CCTA president, math teacher, community member. Um, I'm just here tonight to make sure the public knows that the budget vote is tomorrow and the association is super happy with how the budget turned out. I know budgets are really tough around the area and we're able to get through a budget here without eliminating any positions. So, thank you to admin and the board for getting us through a budget without eliminating any positions this year. So, this is a reminder to everyone to get out, vote yes tomorrow. Um there's capital projects on the ballot, so please be informed of what you're voting on. Um and um let's do this tomorrow, Cornwall, because our public schools do
003really unite the community here. So, if we can turn out and show that public schools do matter to Cornwall, um that's something that we need to do um to improve our schools going forward. So, thank you guys. And I'm sorry I caused a microphone dilemma. >> Thank you, Mr. Hines. >> Thank you. Any other comments? You can use the special mic. >> No. Okay. Thank you. All right. So, we're going to move on to reports. We'll start with our super uh student representatives. Um Joselyn and Mave are going to provide uh district reports, updates, excuse me, from across the district. Okay. Am I good? All right. Good news from Willow Avenue. We celebrated teacher appreciation week last week. Willow teachers were shown lots of love and appreciation from our students, families, and the PTO. The
004PTO hosted grandparents tea for our Willow grandparents. Students showed their grandparents around the building, created arts and crafts together, and attended the book fair. Our fourth graders have been quite busy in May. The fourth grade spring concert with fourth graders from CO and Willow took place on May 12th. The students wowed us with their musical talents and each ensemble put on an amazing performance. The fourth grade also took a trip to to Sans's Ring Homestead and had the opportunity to enjoy and experience the rich history at the end of the and at the end of the month they will be going bowling as accumulating activity for their bowling unit in PE. The third graders took a walk on this on the wild side when they traveled to the Bronx Zoo. They explored the zoo and
005learned about different animals in their habitats. The sensational second grade took a walking trip to the Cornwall Historical Society. Students enjoyed exploring art artifacts of Cornwall's history and visiting town hall. We are looking forward to a fun and busy June as we countdown the last day of school. >> Okay. Uh, good news from C um, CO. The PTO held its annual talent show on Friday, April 24th. There were 25 acts involving more than 35 students in one teacher performance. Each act was extremely polished and the audience was thoroughly entertained. Thank you to the many PTO volunteers who helped make this event a huge success. On May 8th, the CO PTO hosted their annual spring fling. Fourth grade students from all three elementary schools gathered at CO. The weather cooperated and the students had a wonderful
006time dancing to great music, playing gaga ball, and eating awesome snacks. Again, thank you to the PTO's from all three elementary schools for helping with the event. The fourth grade students visited the middle school in person on Tuesday, May 12th. The middle school administration and members of the counseling department greeted them with open arms. The students participated in the scavenger hunt that brought them around the building with current fifth grade students. It was a great introduction to life in the middle school. Thank you to Miss Palumbo and her staff. On May 15, 2026, both first grade class both first grade classes performed a patriotic concert for family and friends. The students showcased what they had learned during their musical enrichment classes, a collaborative effort between the classroom teachers, Miss Sewart and Miss McInness, and the
007music teacher, Miss Tracy. Both both performances were outstanding, and a short reception was held following each concert. This event was a wonderful way to begin celebrating the patriotic holidays observed during the summer months. Both first grade classes partnered with the Cornell embryology program. Each student or each classroom was supplied with an incubator and fertilized chicken eggs that were dropped off at CO and the week of April 6th. The students learned about the incubation process. And during the week, April 27th, the CO classrooms welcomed 11 baby chicks into the world. The students were able to watch a baby chick hatch from an egg in real time. Some of the names of the chicks include Chickley, Snowflake, Frank, Oreo, and Reesei. Representatives from the Cornell Cooperative Extension picked up the young chickens on May 5th and they
008will be distributed to farms in Orange County. >> Good news from Lee Road. It's been a month of big academic achievement. Our third graders dived into hands-on science investigations while bo both our third and fourth graders showed incredible focus while completing their New York State math assessments. We couldn't be prouder of their hard work. We had a fantastic teachers appreciation week. All thanks to our wonderful PTO and parents who helped with thoughtful services and delicious treats. In addition to the academic milestones, our fourth graders enjoyed a festive spring fling and our talented musicians delivered a stunning spring concert. A huge thank you to the teachers and parents who helped to make that performance an unfor unforgettable night. Our third graders are looking forward to their overnight adventure at Black Rockck where they will learn and
009explore while enjoying the beauty of nature. Now, our fourth grader teams are gearing up for their upcoming field day to celebrate their final elementary school milestones and their transition into middle school. A great May had by all. >> Okay, good news from the middle school. Uh upcoming fifth grade parents were welcomed to the middle school with an orientation. Parents learned all about CCMS and adolescent development. Mr. Quick, our school counselor, shared the role of school counselors for our fifth grade students and how they will be assisting our students in their trans in their transition to the middle school. Congratulations to all our scientists who participated in the STEM expo. It was an amazing district event. Many thanks to Miss Brooks and Miss Borland for all of their hard work during putting together this event. Every
010hallway in the high school was packed with amazing displays and demonstrations. 8th grade students visited the Museum of Jewish Heritage, a living memorial to the Holocaust in New York City. This exhibition is a expansive and timely presentation of Holocaust history told through personal stories, objects, photos, and film. In small groups, students were able to view the artifacts and engage in thoughtful conversation. Hear me? Okay. Happy spring everyone and congratulations to all our Dragons who took AP exams. CCHS administered more than 600 AP exams this year. Other events from the past month include junior prom, the NHS blood drive, and dragon day. This was the first year that we had every sport accounted for at Dragon Day. So, special shout out to the leadership council, coaches, and athletes who made it a huge success. The annual
011strings showcase took place at the took place tonight at the high school, including the elementary through high school string orchestra. Looking ahead, we have CCHS spring concerts on the 20th and 28th, including performances by the concert choir, jazz band, treble choir, and more. Regent review sessions have started, so for those of you who are taking a regent exam, talk to your teachers about meeting times for a review. There are options for after school and in person on Google Meets. Additionally, awards night is on June 3rd, senior prom is on June 11th, senior scholarship night on June 16th, and the senior parade and senior fest taking place on June 22nd. For senior fest, we are looking for more parent volunteers willing to help set up and work during the event. There are extra registration packets in
012the main office if you need them. Seniors, check in with your guidance counselor about scholarship opportunities before it's too late. Have a great Memorial Day weekend, everyone. >> Thank you. Um, superintendent's update. Um, Mrs. Arjenio. >> Okay. Well, good evening. Um, tonight my update will be brief because it's shared this evening with Dr. Eign, um, our interim superintendent for instruction with a brief update on addressing student screen time and digital learning, a path toward balance. Uh, we wanted to share with our community some steps that we're taking as we listen to concerns from some members of our community regarding a digital balance with our learning environments. But before I turn it over to her, I just wanted to give a huge shout out to all of our student leaders who organized and led Dragon Day
013yesterday. It was a tremendous turnout and the energy around the event was fantastic. What a what really shines during events like this is when our oldest students support our younger students and that was absolutely evident throughout the event. Uh, one great one great example of this was when pretty much every student and family member was cheering on our four-year-olds as they ran their race, which was really cute and awesome. Um, I also attended this past weekend the Ella Rose Foundation found 5K. This was uh the first time they run this event and it was absolutely incredible. Uh, and so many so many members of our community were involved and again our student volunteers did an amazing job cheering on everyone, providing water and helping whatever was needed. So, a big acknowledgement to the members of
014our special education PTA, SEPTA, uh including Ella's mom and dad, who were so excited with the turnout. It was just an absolutely beautiful day, and we're already looking forward to next year. Um, save the date. Next month will be our last meeting of the year, our last board of ed meeting, which will take place on June 15th at the high school. Um, we will be celebrating and acknowledging our retirees, our newly tenured faculty and staff, and as well as Maven and Jocelyn for all of your work this year. Um, and then my last piece is just to remind our community that tomorrow is our CCSD budget vote, our capital project vote, and our board of education candidate vote. So, if you have any questions at all, please don't hesitate to reach out to me or
015Mr. Fank Fink. Um, there's a ton of information on our website. There's YouTube videos explaining everything, but if you do have any last minute questions, please reach out. Uh the vote takes place at uh CCMS, that's Cornwall Central Middle School in the gymnasium from 6:00 a.m. to 9:00 p.m. There is handicap accessible parking and there'll be plenty of signage. And also, please take some time to see the beautiful artwork that'll be on display during our art our art show uh for K through 12. And also, we have some student surprises throughout the day to keep us uh entertained throughout for all of our voters. So um I just want to thank our community in advance for your support and come on out and vote. So Dr. Fign, >> thank you. Good evening. So during previous
016board meetings and also um some reachouts from parents to the board and also to administration, there's been lots of discussion about screen time in the district. So what's interesting is that we have um actually some countries too that have gone to the extreme. So either we have purposeful integration or we're we're now um just eliminating all technology in classrooms. And so I would I would like to propose this that maybe we do this better than we did as we addressed the reading wars in this country where we went from one extreme to the next. And what wound up happening was like a pingpong effect with our students. So during this presentation um we're going to talk a bit about the history of technology and integration in in our in our schools. Um that was one
017question that was asked at at the previous board meeting that we do look at some of the history behind all of this. Um but then also talk about to a path forward. Um what is it that we can do to investigate and move forward and not throw out the baby with the bathwater as we've been known to do in education. So if looking at this slide um basically what is the balance um in in how technology is used in in in Cornwall um I would say that what we've discovered in talking with with um administration and also with staff members is that it's an intentional choice. It's never a default state that um students just aren't put in front of laptops and they're just learning from using a device. That there is there is a
018balance and there is lots of conversations and that our teachers are in full control of the amount of technology used in their classrooms and also um the other resources that they're using in order to deliver um education to students. So if you look at the bottom, so we're acknowledging concerns though because it is a legitimate concern about the amount of screen time that that children are exposed to, whether it be just in school, but also the outside of school screen time, too. So we want the community to know that we are listening and we are hearing what you're saying. We're just looking for the best way to move forward. And so then also too understanding the role. Um, I think it's important to understand and and and and know how we got to where we
019are because that that is part of the history and that also is part of the solution. What we've learned along the way should be considered in the solution as we move forward. And then also the action. We want the community to understand that we are taking action and that we are um putting forth considerable resources especially beginning this summer to investigate the best way to meet the the needs of children in the district as they learn. So again acknowledging the community conversation that we're hearing information from lots of different forums from parent discussions, education forums, um social media momentum. There's a lot of momentum in social media. We're seeing it all the time coming at us whether it be LinkedIn or it be Instagram or it be Facebook. We're getting a lot of information about
020um research, recent research um anecdotal information as to how technology is and the use of it in our schools is affecting our students social emotional um health and also their their um intellectual health. So here's here's some of the history lesson. I found some of this um pretty interesting too because I never realized that the term STEM was actually used before 1958. I thought it was more more of a recent development in the 1990s. But for the 1950s to the 1960s, uh the cold war competition and what really triggered in this country some um a lot of focus on our on our schools was the launch of Sputnik. Um USSR lost launched Sputnik and that to the US meant that we were falling behind and we needed to do something and that was to put
021a lot of emphasis on science. Um 1958, notice one year later after the launch of Sputnik, 1958, the National Defense Education Act pours millions into STEM education, science, technology, educa, um engineering, and also math. And then mainframe computers. Um it was interesting. I didn't realize back then they were looking at computer assisted instruction going back to the 1950s. Computer assisted instruction uh to supplement traditional teaching and some of it was looked at as personalized learning. So that's where the launch of it actually comes from. And then there's other factors that happened before this, but these are kind of like the main things that that were driving. Um 1970s, 1980s, the rise of computer literacy. Um we had some some major companies that were driving the implementation of microcomputers in education. And in 1983, which is
022interesting because I was actually getting my bachelor's degree at that time that um the nation at risk that was a major major report that hit the universities and also the education K12 education system in this country and it warned that US educational systems are losing global um competitiveness and that was a biggie that was a shocker to this country and the result there was an increased emphasis on academic rigor STEM education and also technological literacy. So knowledge access and closing the digital divide. I remember hearing a whole lot about the digital divide right in 2000s moving forward. But going back to the 19 the 1990s um the internet revolution um we went from thinking about using computers as mere calculators to now being a window to the world. So in 1996 -ate program I mean
023we talk about -ate program all the time but it actually has its you know beginnings in 1996. Um the purpose of that was to bring to areas of this country where there wasn't internet access to bring those that access to all parts of of the US. And the result was it was supposed to be knowledge access. we were supposed to level the playing field that um it didn't matter where you lived in this country, you still had access to the same resources as somebody who lived in a in a suburb or an urban area. So then in the 2000s to the present closing the divi the digital divide and there was a focus on equity infrastructure mandates um the onetoone initiative which I think we all understand that that was really the pandemic really solidified
024the need for in this country the onetoone device and so that really kind of accelerated that whole that whole um initiative and then if you remember too there was a whole I mean back in the in 2000s we talked a lot about the amount of textbooks that students were bringing home in their backpacks and how that people felt that that was really, you know, harmful to the um development of of our children. So, moving to Chromebooks and one to one initiative really did lighten the backpack load for kids. And so, people were happy about that too. And then if you remember too, not too long ago, digitalbased state assessment requirements and that that forced school districts in to really to um upgrade their hardware, their infrastructure, technological um uh equipment. So there was there's been
025a lot of initiatives from the federal government to help school districts um close that digital digital divide. So it hasn't been all bad because there when we look at some of the aspects of like the essential equalizer, how we looked at using technology to be an equalizer, you know, accessibility and equity for students with disabilities and also for some of our struggling learners too. That there were tools um that they were given that were formerly only assigned through a committee on special education process. Now, because students had access to devices, we didn't have to wait for them to have that through an IEP process or a special ed meeting that we we gave broader access. And the neat thing about it, too, was that more general ed students had access to it, too. Students who
026were maybe who who um had reading difficult difficulties, AIS students, they had actually more access to some of the things like speech to text and screen screen readers. And also remember enlarged print. It was easier for students with with visual disabilities to enlarge print for them. Um simplified text. Um there were there were programs that came out where kids could read an article and get the same type of information from that article because it was simplified. It was the same content but the vocabulary was different. So kids had access to information. um it was easier for them to to read and they were reading and getting conceptual um content as students who were advanced readers. And then also looking at modern literacy, there was a there was a big push that students who were going
027to students needed to have technology and have that fluency in order to get jobs and maintain jobs. And we saw a lot of that come through like even vocational studies where mechanics I mean they couldn't they couldn't escape all the manuals. you and everything became more um information tax was was a big push. So then the next question is though how do we find the middle path you know between the two different extremes where we have constant immersion um which some people believe is happening in in education and then we have people who believe that we should have the total removal of technology in classrooms. And so when you look at constant immersion you know it's the default state for all learning. Um that's what it's that's what it's being described as um is digital
028fatigue. um diminished physical socialization. And I would argue that that's not happening here. I mean, I it could be happening elsewhere, but I would argue that it's that's not happening here. Um purpose purposeful integration, which is what we're we're we're shooting for. Um a deliberate approach. So, intentional choice. Why are we using this technology in classrooms? And I would argue that that what that's what the teachers are doing here. They're making those decisions. What is the best way to deliver the education? And it's not them going directly to technology all the time that they have other resources that they do use in their classrooms. So shifting from anecdotal to evidence-based policy. So um I would argue that we're moving all technology from from classrooms would be based on anecdotal information. I think what we're looking
029more so is at what is the evidence, what is the evidence-based um information that we need to rely on. How do we come up with policy and practice that will give it give a balance? And you can see we're having community feedback um classroom observation, parent forums. We're taking all that information in. And then we're hoping to develop um four strategic evidence-based initiatives designed to, you know, audit, adjust, optimize digital learning for the upcoming school year. And that's kind of the goal for for next year. And it's a lot of work. I mean, this is this is easy to put into a slide into like a nice little graphic, but that that really is going to be a lot of work for for the staff in the district. So, four strategic initiatives for digital optimization.
030So, we have to establish a baseline. So today we launched a um a survey and it's a separate survey. One for the elementary level K through four, one for the middle school 5 through eight and then one for the high school 9 through 12. And they they they're they're distinctly different because the needs are are different and the technology is used differently at at those different levels. Um we're we launched it today. We're asking teachers to fill it out. Um we're hoping to have um information to share um before the end of the school year. if not during the summertime because there is we're going to need some time to analyze the data that we're that we're that we're um gathering, but we're looking for not just screen time, screen time versus not screen time.
031We're looking to see how is screen time being used. Um are teachers using it for um project-based learning? Is it used during direct instruction? And then how much of it is passive use where um it's really not guided. And so we're we're trying to gather that information to get a sense of what actually is happening in the classrooms. You know, how the devices are being used. Um we're also asking teachers for their input too as to do they think that they have too much screen time in their classroom. They don't have enough screen time. I mean, we're asking them for their opinions on lots of different um aspects of how technology is used in the classroom. And then from that survey, it'll be analyzed. And then I'm sure there'll there'll be more there'll be more
032research and more evidence gathered because people are going to want to have some more, you know, they're going to have questions and they're going to need some more answers. So again, this is going to be an ongoing project. Also, resource investigation. We we have had lots of conversations with teachers too as to what are the best resources to to gather the information or to to to be used in in classroom and instruction. And so that that conversation is going to continue almost like a a forensic review of the resources that are being used in the classroom by teachers. And again emphasize teacherdirected access. Teachers are controlled in controlling what happens in their classrooms and so they are making good decisions as to what is the best way to deliver the instruction and then addressing digital
033fatigue. So, we're looking at um how do we how do we um limit access for some students during times where it's not structured like recess and lunch. How do we and we're working with our technology department to see how we can kind of roll that out that you know that students are going to have a mandatory um reprieve from devices and technology. So that is again working with the with the technology department. So this is some more information about how we're going to gather uh the baseline data. You know, basically we're looking at how long and then we're going to be looking at well then how well are we using the devices, the programs, um and how what kind of information are we getting? Is this the best way to spend our resources and our
034time with students and for the best way for them to learn? So again coming back to the teacher the teachers in full control of their classroom. Teachers are making excellent decisions as to how um technology is used. So we have the digital devices um used selectively for research um creation and accessibility and then we have handwritten work. Um that's one of the questions on the surveys. you know, we're we're trying to figure out how much time our teachers or how much um time are students use you spending on on um things that don't require any kind of screen time or or digital device. I mean, how much handwriting is going on? How much reading is from books? I mean, how much are resources are we using that are not digitally driven? And then unplugged assessments.
035How often are we assessing without using using technology, you know, and then also group discussions, you know, FaceTime, students communicating, which again removing the the phones from the classroom. I the end result was although people weren't a whole lot happy about that at the beginning of the school year, but what we're seeing is that there's a lot more discussion and collaboration happening with our students. I mean, it's kind of cool to see board games come out again. I mean, you know, during recess and lunch and then also mandatory breaks to combat digital fatigue. And it we're also looking too for um parents to be able to when the devices are at home and that's going to be in another slide where parents have more control of how the devices are used in their homes and
036then the feedback they get and the information that they get which is the next page upgrading our digital safety infrastructure. So um there's going to we're the district is implementing in the fall a new um internet filter. Um, it's going to help with content protection, making sure that our students are we're going to have more protection for our students and we're we're believing that we're going to have less situations where students are accessing content that they shouldn't access, whether it be at home or during school. And then par parent controls outside of school hours, parents going to have greater control over how the devices are used in their homes and also receive neat reports on on what their students are doing, their children are doing. and then crisis intervention. There'll be more systems and there'll
037be there'll be more sensitivity for flagging um activity that um puts students at risk. And so at the end result, what we're hoping for is a holistic and sustainable educational ecosystem. That's really what we're we're wanting that we're looking at the proven methods of the past. We're not wanting to get rid of this. we would because proven methods of the past, instructional strategies work and teachers continue to use them. Um, and then the future ready skills, you know, things that students are going to need um, in the workforce, in college and career. Um, in college, I know that my daughter, I mean, I felt like we had a we had to pick up like a whole digital popery of things when she went to college, you know, two years ago. You had to have the
038iPads. You had to have new phones. You had to have you know the new laptop because it needed to be able to do all these different things. And so it is real that students do need technology and at you know at the university college level and they also needed to I have nephews who take who attend Alfred University and they need it there too for vocational skills. So it's not just um you know co college it's also for career oriented too. So, we're blending the productive cognitive benefits of analog learning um with the expansive power of of um of digital learning. So, in in closing, education is and always will be a partnership. And so, our goal is to develop a thoughtful researchbased approach that's going to meet the needs of our students and our
039staff, but also um the needs of our families, too. that they understand that we are choosing and and making a very thoughtful approach to how we're going to balance the use of technology in in classrooms. >> Anybody have questions? >> So, thank you for the presentation. Um, I'm very encouraged to know that this is this summer that we're going to be doing this kind of audit. I think it's u a very sensible first step and uh I just applaud you and and Megan presumably for uh coming up with this idea and executing it. Um I just I don't I guess the the time for questions would be probably after we have the audit. Um >> so I just want to share some some thoughts and brief I'll be brief about them. Um, I've always felt,
040and I I do mean this to be helpful, not just me being on a soap box, like as we go into the audit, right? Um, I've always been skeptical of the future ready argument only because technology is especially in the last 10 years, 15 years is made to be so easy to pick up. like there it's just such a competitive arms race to make them so intuitive >> and it's changing all the time that you can learn something today and there's going to be something in two years that's different but even easier to pick up. So um for what it's worth I I understand the more advanced you get in high school as you approach college and so much of your learning you will uh escape the gravitational pole of your home and habits and
041you will be off on your own. I think the technology becomes more important. Um, but as we think of, you know, early stage, does an elementary school kid need to be on a Chromebook because one day they might work with technology? I find, you know, the argument not to be so compelling. Now, that's the argument you're making, >> but it's a good point. >> Well, thank you. Um, I'm really I had already put down pen to paper in my notes and then you got to the slide about pen to paper being such an important, you know, cognitive process. I mean, that's the the thing that we're told when we're in second grade and we don't want to write down our spelling words. Well, first you say them, then you write them down, and then you
042repeat them. Just the the different ways that you engage your brain is is obviously a proven way to to learn. Um, >> and to that point, I always find there's a theme whenever a booster of technology and education, and I don't I don't mean that was you. I mean when when someone is selling something you know edutainment tool or whatever they say uh technology makes it easier to learn which I think fundamentally misunderstands the point of learning and what is worth learning. >> Mhm. >> It's a classic it's the journey not the destination. We are not going to need you. Speaking of old education arguments, you know, when you're in in school, why do I need to know what uh the color of the horse that George Washington rode on? You know, you don't. You
043need to learn how to learn things, though. >> And sometimes the more difficult and arduous that process is, the more you get out of it. So again, just putting all of my skepticisms um on the table for as we go into this process cuz you know it's I think ultimately it it is unavoidable and it has its place. I I want I'm so glad that we are are pursuing this and that I I I'm confident that we'll find a balance. I suspect this is going to be something we'll probably do to some degree every year. Um but yes, those are my thoughts and I appreciate you listening. So, I I just want to add I you know, I go back and I think about before the pandemic, right? We heard lots of conversations of how
044brickandmortar schools were going to disappear and everything was going to happen online. And I think that the pandemic taught us that that would be a failed experiment because nothing replaces the importance of the teacher in the classroom because education is more than just getting knowledge and spitting out knowledge. It's it's when teachers are working with children, it's diagnostic skills. It's relationship building. It's understanding and knowing what the next thing a child is going to do or seeing how they're struggling. I mean, all that information teachers take into consideration when they're working with children and that's why they do such a great job. And so, I think we have to keep that in mind that there's nothing more important than that relationship and diagnostic skill in a teacher in the classroom and that at the end
045of the day, technology is just a tool. >> Thank you. Um, oh, sorry. Okay. Um, so the president's update. Oh, I'm sorry. I didn't see that. >> So, so three points. Uh, one the similar to Brendan about future skills, which is that we've always been bad at future skills and really no one knows what they are. >> Mhm. >> And, um, one thing that we know about it is that we've always been wrong. And I think the people who actually spend a lot of time looking at the development of skills both in workforce like MIT's David Otter or Darren Esamog who just won the Nobel Prize is that people who actually study the content of occupations and what the skill content is have very different recommendations than educators. Um and Robert Solo also Nobel Prize
046winner longtime MIT would say we see computers everywhere today except in the productivity statistics which is indicating that what's happening is that these digital technologies have not actually affected readiness for skills. They can't be seen in any type of economic data and that indicates that what's really happening is that technology is more about redistribution than it is about growing the pie or improving the welfare. And so, however, we often hear this argument about future skills because there is an interest in it and people are pushing it for a reason because they're asking us to develop the skills that they would like people to have as opposed to what are the skills best for the students. And this has always been a debate in American education from Noah Webster and Horus man to this day. So,
047it starts long before the timeline. The second point is kind of this idea of balance which seems to be a very attractive idea that who's against balance. Um but in my background uh Robert Putnham who has spent a lot of time you know thinking about what is wrong with our children including the book our kids if you presented an idea like this he would say goldilocks and what he would say is you presented a very bad muddied unintentional idea or theory or explanation because you've gone into this idea of not too you know uh not too not too uh not too much not too little just right in the middle. Mhm. >> And the point about it is that was a shorthand for saying you actually haven't thought about this very much and so you
048fell into kind of a unassalable position and you've also then labeled the people who might have a different view than you as being somehow extreme in the way that like say for example a drunk is someone who has one more drink than I do and a tea totler is someone who has one drink less. whatever I am doing is absolutely right and well balanced. And that's kind of an arrogant position and that's been often the case with this. And obviously there's a lot of different ways that there's this idea of balancing without looking at the idea that balancing might balancing two extremes might not be half of one and half of the other. It might actually be combining the worst parts of both if you combine them in a way and as people would say
049half a bridge is not worth half a bridge. It's worth nothing. And so this doesn't really get at some of the issues because the questions about technology and learning go way way back and the arguments are the same. So you talked about how we were going to go online. Well, that was the same debate we had in 1300 and 1400 in Europe and just the word lecture conveys what people thought. It's called a lecture because lecture means to read and at that time education was we only had a few copies of the great books and you would have to go to a specific school because they had the actual physical copy and then they would literally read the book and you would take notes transcribing it to create a new copy. And the argument then
050was with the incretion of the printing press is that no one would have to go to school anymore because everyone would have a cheap readily available copy alone. And so even what we think are some of the old books like everything we have from Aristotle more or less is not something Aristotle wrote but the notebooks of students in which if you see the marginal notes and the little comments that they have because they thought the idea of teaching was a conversation. So there's a lot more to this and I think that point is that this doesn't really answer the questions or really address them. It's basically saying we're going to split the difference. And I'm not sure that an audit of one school district would really be that insightful. What you'll get is a bunch
051of different opinions based on a lot of different experiences. That may not be the best way. And so I think that the last thing I would say about this is that your account of technology and education is this idea that's completely driven by societal changes or technological changes or economic changes and then rational responses to that whether it's Sputnik or computers. And any any good historian would tell you that's not actually how these things happened. that there was always an interest or some type of power that had a reason for pushing a particular way of pedagogy into the system. And Larry Cuban, who was both a teacher, building principal and uh superintendent, and then a longtime history a history professor at Stanford, would make this point over and over and over again about how technology
052from literally the uh colonial period to the present. So I'm not sure that this really addresses any of the concerns and so it seems more of a push. >> So I would argue that there is a theory of action called muddling through and that you have to start from someplace. And so we're gathering a baseline. We're gathering information as to what is happening now in the district. When I talk about a balanced approach, it doesn't mean 50/50. It could be 9010. It could be 8020. So I I think we have to start and know where we are and what we're doing and looking how we are using our resources. And so I would argue that again muddling through is a theory of action and that that's kind of what we're we're doing. >> Phrase muddling
053through was from David Cohen who was a longtime historian education historian at Michigan State with Charles Lindlam. >> Yes. >> And he meant something very differently by that. The idea of muddling through. Anyway, >> no, I haven't. >> The point about it is is that >> I think I think >> so I'm not saying stop. I'm just saying I'm I'm I'm not continuing. >> Okay. Thank you. >> Thank you. >> Um so I just and um Jim has a comment to make too, but I want to just clarify something. So um the board at the last meeting had asked for a presentation. This was not the presentation just to clarify for everyone. This is a 30,000 foot view of the conversations you've been having in district office in response to parent conversations you've had in
054response to comments that have been made at the board. This is not intended to be the solution. And I just want to recognize and thank the quick action that you took to to put this together so we could start the thinking and the dialogue as a whole. You know, I think it's been happening in places and I you know, in the past I don't know that the district responded this quickly. So, I really appreciate that um muddling through or whatever we want to call it that we're getting started, you know, and um you're putting the thinking out there and at least providing a framework so parents have a sense of where we are and where we're headed. What that looks like as an end result is TBD. But um I I really appreciate that the
055big picture view and um the quick response to that. Jim, >> yeah, I just uh I'll echo your um comments, Christine. Mine were similar. Um no, it's great. just want to say thank you for this uh presentation. I just want to request that um we put it up on the website on the assistant superintendent instruction page uh and make that visible since we've had so many questions and possibly even um like some of the capital project stuff. We've we've taken cuts of board of ed meetings and put them in that page. You know, take that presentation, that little eight minute snippet of the YouTube and put that on that page for um since we've obviously had a lot of interest in the public. Um, it'd be great for them to see that in some place
056that's visible and, you know, if we get future questions, which we will, we can answer those concerns, but also say, you know, hey, here's where we're at and here's where we're looking to go. >> Sorry, I'm not going to make this longer, but just as someone who talks to a lot of parents about this, I would love that because I could just email it to people who aren't going to sit through the whole meeting. So, I thought that was great. Thank you so much. >> You're welcome. Thank you. >> I feel a little badly because I told the woman who spoke last time, I'll let you know when there's a presentation. I didn't know we were going to have like such a thorough overview. So, we're going to um That's a great idea, Jim. So,
057we can easily just send it out to folks that have reached out to us. So, it was really insightful. Thank you. Um quickly for the president's update, you know, I want to just recognize this is that time of the year where it's just like everything's ramping up and it's just one thing after another, whether that's, you know, the the end of year concerts, the sport banquetss, the graduations, the proms, and everything else. So, I just want to really thank students, staff, administrators, and community members um for everyone's continued dedication during this really busy time of year. It does not go unnoticed that um it is all in now till the end of the year. Um I would like to share congrats to the leadership council and all the students involved in Dragon Day. I heard
058it was really an impressive event. You brought the best weather possible. Uh unfortunately, I was sorry to miss it. I was moving my daughter out of college in the worst weather possible for moving somebody. Um, but it was 90 degrees. It was very hot. But, um, I saw pictures and talked to some people who said it was amazing. So, kudos to all of you. I know some of the board members were able to attend and really enjoyed themselves. Um, uh, let me see. I also want to thank our community for uh, their participation in the budget and school process, budgeting process this season. Um, you know, the engagement of our community really matters. I encourage you, please go and read some of the the information, look at the videos. I've seen some commentary on Facebook
059that um is innocently enough just not accurate. And um so I want to make sure folks are, you know, getting the facts. Brendan and his um committee did a fantastic job, Mr. Frink, in terms of putting the content out there and explaining it. And it's very easy to um kind of fill in blanks if you don't go to the source. So I encourage you put it on two times speed. You'll get through it in no time, but you'll have all the data you need. And um I just want to remind the board to please review the calendar of events, specifically the graduations that are coming up and the things that are coming through from the high school to indicate which dates work for you. It would be great if we could have representation at each
060event. I know we can't all make every one of them due to you know p other commitments. Um but I really want to thank everyone on the board for the time and commitment each of you uh gives to this district and community. It has been a very busy year and um you know next week, next meeting we're going to be celebrating retirees and folks who got tenure. Um but I just wanted to take a moment before all of that to thank everyone here for um really your unselfish commitment and giving of time because uh it was a very busy year for the board. So thank you for that. All righty. We'll now move on to the consent agenda. Um the consent agenda allows the board to act efficiently on routine matters through one motion. Um,
061any board member may request that an item be removed for separate discussion and vote. Would anyone like an item removed? We have items 2 through 16 on our consent agenda tonight. Christian, >> I would like to pull 14, 15, and 16. >> Okay. >> Um, and 15- 16 simply for the purpose of voting separately. >> Okay. Thank you. Any other items? Anyone would like pulled? Okay. Um, may I have a motion to approve the consent agenda items 2 through 13 as presented? >> So moved. >> Thank you, Brendan. May I have a second? >> Thank you, Jamie. All in favor? >> I. >> All righty. The motion passes. All righty. Um, let's jump to mo um items 15 and 16. So, since those are pulled simply for the sake of voting, may I have a
062motion to approve consent edge items consent? Just to clarify, should we vote on them together, Christian, or >> we vote on them separately? >> So, I don't know the minds of others. I know what my vote is on both of them. So, I just need to to be called for a vote and I will my vote is the same on both. >> Okay. >> Fair. >> Thank you for clarifying. Um, may I have a motion to approve consent agenda items 15 and 16 as presented? >> So, moved. >> Thank you, Jim. May I have a second? Thank you, Christian. All in favor of consent agenda items 15 and 16 as presented. >> I >> opposed one. The motion doesn't >> Oh, Loftton. Sorry. Thank you. I always think she's a student when I look quickly.
063I'm sorry. I thought Thank you. The motion passes. All righty. Um consent consent agenda item number 14. May I please have a motion to uh consent agenda item number 14? >> It's a move. >> Thank you, Brenda. May I have a second? >> Thank you, Christian. Discussion, Christian. So, my inquiry is what what is the need for a resolution on this at this time? um this hasn't been past practice. And so what I at least to my reading and perhaps my reading is faulty is that this more or less just describes what we've already decided in the budget and what would happen more or less automatically because what is not covered by the tax levy would be covered by other sources. The unallocated fund balance and it seems that we are putting things in reserves
064that don't exist like we can create a tax reduction reserve but we haven't. And if we're doing that, then that would limit I believe by create creating that reserve and putting money into it. It would limit what we could use it for just like any other reserve. And we don't even know what the we haven't had the audit yet to my at least to my knowledge and we generally waited for the audit to get a concrete number and then made the allocations at that time. So I'm I'm a little bit confused on here and there's a variety of different things. So I'm looking for some enlightenment on the resolution. >> Sure, Mr. Frink. >> Uh yes. So we have this we had this res resolution the past several years. Um so I went back in
065in history. Um and I've moved this resolution forward. Um we set the reserve fund. So we we you are correct. We are reiterating that we're doing 2.5 million in assigned fund balance. Um, we've approved the uh school district tax uh report card and we talk about that we do plan to keep that 4%. So, we're making that abundantly clear. And then the third piece is that we do plan to uh fill our other reserves what they might be. We will not know until closer to the end of the summer, September, at which point I can give the board an update on a recommendation for where those reserves uh where money for those reserves would go. Um, as we discussed during the budget process, we said we would look to replenish the ERS or TRS reserves
066first. We can do that. We can make that a priority or the board can decide no, we would like to put the money in a different reserve. Um, we did not establish any other additional reserves at this point. Um, we made some uh advocacy for a health insurance reserve. Um, I did actually get a call from Senator Scufus' office uh last week, which was which was great. um but it doesn't look like it's going to make it in for this year. Um so I don't know what other clarification you you are looking for. Um this is typically done in many districts so it's very clear to the public and very transparent of what we plan to do with our reserves and our our fund balances. So comment. >> So we're basically doing a resolution of
067intent that really isn't binding because at some point we're going to have to make a some future board will make a decision about what money and how much to put in the reserves once they know that what it is. Um I think that this has been through the budget process. we've announced look and I'm just kind of repeating what I said before and so this seems a resolution that doesn't bind us anything or commit to any action or as you said creates a new reserve and so I guess I would feel more comfortable allowing this since we're at you know tomorrow is an election for a new board where at least five board members will be selected the majority of of the of the board and to allow them to make that decision um if
068they find it prudent then to make it prematurely And look, I'm not questioning I think that obviously the money will go somewhere because we have to hold it somewhere if we have an excess and we are I think likely to have that. Um and so I think the point is is that we generally waited for a time when we actually know what that number is and we can actually make a concrete decision to allocate. So, I'm not sure what value is given that we've had a budget process and information on the budget and describing the budget and videos about the budget that a resolution doesn't really add to that. So, I'm I'm still confused, but like I understand that this doesn't seem to have any, let's say, consequence because there'll have to be a future
069decision based upon this statement of intention. So my point about it is uh whether we vote for it or against it, there's going to be some action in the future in any case. So that's be my preference how to approach it, but uh others might have a different view. >> I I think it also helps with transparency with your community here is that we keep talking about the reserves. Uh I I included that in our budget presentation. I spoke extensively about our reserves. I provide the board at the beginning of the year with a lot of information regarding the reserves. So >> John, this is just because I have the fan behind me. I'm losing you in the the cut up. So probably >> I just think it adds additional transparency for your your community
070when you're talking about uh reserve funds and uh fund balances, unassigned and assigned fund balance. uh because that is something a lot of people do not understand and I think it puts out more information for our community to know that the board is being proactive about how they are going to allocate their funds in unassigned fund balance assigned fund balance and then listen we don't know where how much we're going to have but during that the course of time which we are clearly saying will be towards the end of summer and September we will look for a resolution um to set the reserves >> other comments All righty. Um, all in favor of consent agenda item number 14 as presented. >> I I >> I >> opposed. Okay, the motion passes. Thank you. So, now
071we have time for second public comment. If you would like an encore, Mr. Hines, or Mr. You want to do anything? Great. All righty. And now it is uh closing comments from the board and then um yeah closing comments from the board. So we will start Loftton. Maybe start with you. >> I just want to personally thank um all of the high schoolers uh who participated in Dragon Day. Um, I know I went with my child and she had a great time. Um, and the students that were working with the younger kids, the high school students were so patient and great and really just made it such an enthusiastic experience. So, if any high schoolers are watching this at home with their evening, thanks. Um, but it it was really great and to all the
072administration that participated as well. Um, you know, all of the teachers that were involved, all the coaches. Um, it was just a really fun day and it was my first one. So, uh, I I just enjoy myself and I appreciate all of the effort that went into it. >> Christian, >> uh, I have nothing. Brendan, >> just want to uh once again uh thank Dr. Fign uh for that presentation. That was great. And I underscore something that either Christine or Jim said I I sorry sometimes when it's just on that side I lump lump it together. Uh just the >> Yeah, we'll see. The uh just the speed at which Yes, it was Christine and not because of your comment because I just remembered uh the speed at which you're just responding to the these
073things. It's like it's great for us. Um, it's great for the community and I that does not go unnoticed. Really appreciate that and I know this is going to be an ongoing conversation. I totally agree with the muddling philosophy. Just do something. Just move it forward and you'll realize that at some point the plan will dawn on you and you'll be that much further along. It's it's most of my life philosophy. So, um, and to echo uh Mr. Mr. John Hines. Uh everybody, tomorrow is a big day for our community, so please come out to vote. Um as John said, you know, this was a challenging year for a lot of districts, and this uh now goes to thank you to uh John Fank for all the great work throughout the entire season. Um you
074know, this this took a lot of uh reworking and I'm sure deep difficult conversations at the admin office. And the fact that it was this seamless at a board level is great. And I think we're at a good result um where we stand now. And I just hope that the community comes out and uh and votes. And obviously the capital project, all three propositions are on the ballot. So everyone um get out, get informed. I guess that's in the wrong order. And uh and vote. And that's it. And uh yeah, good night. I guess. >> Thank you, Jamie. I would like to second second Brendan in thanking you for getting this done so quickly. I think in the past two weeks I've had a conversation every single day and that's also because I care about
075this so much. So I think parents also seek me out but so many of my friends so many other parents in the district are so concerned about this. So I really appreciate how seriously you're taking it and how quickly we're moving. So just I was thank you. Um, I'm really excited to run into someone tomorrow and be like, "Watch the the meeting." Like something happened. Um, so I appreciate it. Uh, I just want to second what Loftton said. Dragon Day was like the most fun day ever. I went with both of my kids and we were there for like three hours and had a blast. Um, people keep asking like, "Oh, what was Elliot's favorite sport?" I'm like, "Tag." So, I don't think I'll play that in high school, but still, he had a really
076good time and I just really appreciate all the work that went into it. Um, and please go out and vote tomorrow and text your friends and text everyone you know in the district because people genuinely forget. And just be like, "Hey, don't forget, just run over, vote. It takes like 5 minutes." Thanks, Jim. >> Uh, yeah, I'll be quick. I got uh three points. Uh, one, uh, go vote 6:00 a.m. to 9:00 p.m. at the middle school. Uh, lots of important pieces on this ballot. um obviously the three capital propositions in addition to uh the yearly budget. So uh cornwallschools.com/cap if you have not already checked that out and are looking for more information on that. Uh last week was teacher appreciation week. We had a meeting. We didn't have comment. Just you know thank
077you to um all the excellent teachers that we uh have in this district and you know thank you to all the excellent teachers that I've had in my life previously. Um and finally Memorial Day is coming up Monday. Uh I hope that everyone enjoys Memorial Day. Um and I just want to you know thank those service members who are no longer with us who paid the ultimate sacrifice to uh help us you know provide the freedoms that we have in this country. I would recommend uh to anybody who's in town on Monday. Uh after the parade there's always a presentation uh in the little triangle across from town hall uh with speakers and it's always well done and I would recommend that to anybody to go check that out. Thank you. Um I had my
078comment earlier. So we are going to go back into executive session. Um we are not going to do any business when we come back out. So there's nothing else that'll take place in terms of the meeting except for adjourning officially. Um yeah. So may I have a motion to go into executive session? Brenton. Thank you. May I have a second? Jamie. All in favor of going into executive session? >> I All right. Thank you.