001Good evening, ladies and gentlemen. Welcome to the Familyville School District Board of Education meeting. Today's date is November the 19th, 2025. Um, currently in attendance at this meeting is myself, board president Mr. Johnson, my first vice president on Leon, second vice president Chris Nering, trustees Carol Seahhoff and Maggie Nesman and it's anticipated that Leslie Pretz will be joining us. Also in attendance is our superintendent Dr. Gina Talbert, our assistant superintendent for curricular instruction, Mary Stevens, our interim assistant superintendent for finance and operations, Mr. Snider, and Dr. Loun our director of human resources returning shortly. Um as well as legal council will be drawing shortly as well. It's anticipated that we will return to open at approximately um 7:30 p.m. I forgot to say for the meeting order at 5:36. Can I have a motion to
002enter into executive session or abide from council regarding particular legal matters as well as particular person's employment history? >> Motion sir first hearing a second. All those in favor >> so council's not here yet. >> They will be coming. He said they will be coming. He he'll be here in about five minutes. >> All those in favor? I >> I motion carries 50. >> The Ammonville Board of Education School Board meeting, we are resuming open now at 7:37. Please note the exits that are clearly marked. And could you please join the board of education in the pledge of allegiance? Dr. Talb, I'm going to give the meeting to you. Thank you, President Johnson. At this time we are going to hear a report from our ex officio student board members Mullins. >> Thank you. Good
003evening everyone. I would like to start by highlighting the success of our recent unity summit hosted by the student council. This event provided a safe, welcoming space for students to share their concerns directly with a panel of building leaders, helping us strengthen communication and understanding within our school community. We also recently held our parent teacher conferences and an important an important opportunity for families and staff to connect and work together in support of our students growth. Lastly, I would like to extend a huge thank you to our student council for hosting our annual fall blood drive. Thanks to their thanks to their hard work and the generosity of our donors, we collected 50 pints of blood, enough to save up to 150 lives. I was also informed that the that next school year's budget is
004currently being discussed and I would like to I would like the board to consider some of the needs of the high school especially funding for extracurricular activities and field trips. These opportunities are essential to my peers and I and continued support for them contributes to the well-being of our school. Thank you. >> Thank you for the reports. Thank you, Sarai. At this time, I will share my superintendent's report. Good evening once again to President Johnson, members of the board of education, colleagues, and community members. The past several weeks have been filled with wonderful learning experiences and celebrations across our district. In October, all of our schools hosted Hispanic Heritage Month events, which were well attended and full of energy, culture, and they were lots of fun. We also thank our local fire department for visiting
005schools during fire prevention month. And we appreciate our families for making back to school night a big success. We are especially proud that the town of Babylon honored Amityville Memorial High School 9th grader Francie Pa Pana as this year's youth honore at their 27th annual Hispanic Heritage Month celebration at Park Avenue. Students began the month by wearing blue in support of the World Day of Bullying Prevention, creating a unity chain with positive messages, and learning about kindness, inclusion, and friendship. They closed the month by wearing orange for unity day, standing together against bullying. Park Avenue also hosted a fantastic career day featuring many occupations followed by Red Ribbon Week, which focused on making healthy choices. Northeast Elementary School welcomed grandparents for their annual grandparents day, allowing our family members to join in lessons, crafts, and
006story time, strengthening our school family connections with our youngest learners. On November 7th, Amityville Memorial High School celebrated Veterans Appreciation Day with veterans visiting classrooms to share their experiences and engaging in meaningful conversation conversations with students. The day concluded with a lunchon in their honor recognizing their service. I've also had the opportunity to visit several schools recently. At the high school, I observed numerous initiatives and improvements across multiple areas such as academics and attendance at Park Avenue. During a chewand chat with our PPS staff, I heard great recommendations for connecting with families at Northwest. I enjoyed speaking with new staff members and an employee who's pursuing her teaching degree as well as our custodial staff at Edmund W. Miles. I conducted a walkthrough along with our peers and administrators and we observed some strong instruction
007and engaging classroom practices. Next week we will be visiting Northeast Elementary School. A big shout out to our PPS staff who continue collaborating across the district with one another and partnering with our ATA local action project to support students and families during these transitional times. And finally, our cafeterias continue to shine with fresh, high quality meals prepared on site. Some of those highlights include vegetable frantada by chef Selena and Sylvia Lopez at Northwest, fresh blueberry cobbler by Ruth Vargas at the middle school, handseasoned salisberry steak by Julie Devetes at the high school and chicken bowl with gravy and sweet and sour meatballs. Student favorites at Park Avenue. So, we want to thank our administrators, teachers, staff, families, and community partners for making these events and initiatives meaningful. And Amityville continues to shine because of your
008dedication. Thank you. >> Thank you, Dr. Talbert. So, at this time, I'm going to ask if Miss Stevens would join me at the podium for this moment of staff and student recognition, which will be followed by a curriculum update presentation on this evening. We are so enthused by what we are seeing in the schools with staff and students making exceptional decisions and being involved in such an engaged manner. Some of those staff and students will be recognized here tonight who have been standouts in their respective buildings on behalf of the board of education. >> Thank you Dr. Talbert. So in the back with the meeting materials are handouts that have details about the honores this evening. I'm going to summarize their accomplishments. We are so excited to recognize them. We're going to begin with staff
009and from the high school. Tonight's honore is Carara Westfall. Miss Westfall has brought tremendous joy, creativity, and positivity to Amityville Memorial High School, enhancing both school culture and staff morale. From designing the 911 memorial mural to leading Hispanic Heritage Month decorations and revitalizing the sunshine program, she consistently goes above and beyond to make the school welcoming and inclusive. The high school is deeply grateful for her dedication in both the classroom and throughout the school community. Congratulations, Miss Westfall. from the middle school, Adriana Gray. Miss Gray is a proud Amityville graduate who has become a vital presence in both the school and community, consistently modeling hard work, kindness, and service. Each morning she lifts staff spirits with her warm greetings and positive updates, creating a welcoming start to the day. Her dedication and enthusiasm embody the
010true spirit of Amityville pride. Congratulations, Miss Gray from Park Avenue Memorial Elementary School. Nicole Baxter. Miss Baxter is a dedicated and compassionate professional who creates an active, engaging classroom where students are supported and challenged to reach their full potential. She is collaborative, kind, and steadfast in doing what is best for children. Park is truly fortunate to have her both as an educator and a valued member of the school community. Congratulations, Miss Baxter. From the Northwest Elementary School, McKenzie Jones. Miss Jones is Northwest staff member of the month and is recognized for her exceptional dedication, professionalism, and compassion. She recently displayed extraordinary courage by performing the Heimlick maneuver on a choking student and consistently goes above and beyond to support students academic and emotional growth. Her seamless transition this year into a new ENL cohort role
011further highlights her adaptability, expertise, and unwavering commitment to excellence. Congratulations, Miss Jones from the Northeast Elementary School. Tia Christopher Miss Christopher is a highly competent teaching assistant who demonstrates a genuine passion for working with children. She consistently goes above and beyond, I'm sorry, above and beyond her role by assisting with bulletin board displays and coordinating school spirit activities. Miss Christopher is a reliable and dedicated employee who is always willing to help wherever needed. Congratulations, Miss Christopher. And now our student honores from the high school, Ryan Dailyaly. Ryan is a quiet yet powerful leader whose compassion, empathy, and dedication make her an outstanding member of the school community. Her thoughtful initiative to collect birthday cake supplies for family in families in need as well as the kindness she shows in caring for her brother reflect her
012maturity and generous spirit. Ryan consistently leads by example, inspiring others through her actions and heartfelt concern for others. Congratulations, Ryan from the middle school, Lily Moran. Lily has completed over 100 lessons on I Ready, demonstrating her strong commitment to academic growth and excellence. She has made a smooth transition to middle school, quickly adapting to new routines and expectations. Lily is thoughtful and kind to both her peers and teachers, consistently displaying a positive attitude and respect for others. She is an excellent example of hard work, kindness, and perseverance. Congratulations, Lily from the Park Avenue Memorial Elementary School. Luminita Mihi. Luminita is a caring and helpful student. She helps her teacher and classmates when they may need assistance. She uses her kind way to explain directions or help her classmates solve problems. Luminita also works well in
013direction. I'm sorry, works well in a small group. She shares her ideas and listens to the ideas of others. She exhibits respect by always raising her hand and following all class and school rules. Luminita is a hard-working student. She completes all of her classwork and homework daily and received a 100 on her first unit math test. Congratulations, Luminita from the Northwest Elementary School. Alisa Leona. Alisa is a compassionate and attentive student who consistently uplifts her peers with kindness, encouragement, and support. She is always willing to help others, whether offering comfort to a struggling classmate or assisting teachers when needed. Her positive attitude, focus, and strong work habits make her an invaluable member of the classroom community. Congratulations, Alisa. from the Northeast Elementary School, Noah Moran. Noah is a sweet boy who always listens and is
014so excited about school. He enters the classroom every day with a huge smile on his face. He works very hard on all tasks and follows classroom rules. He is kind and very helpful to his classmates and teachers. He loves dressing up for school. His mom says he is always asking to wear a dress shirt because he calls himself Mr. Handsome. Congratulations, Noah. from the physical education and athletic department. Thaddius Volsamus. Battas is a coach's dream. He leads by example, works hard, and demonstrates outstanding commitment both on and off the field. He was a bright spot for the football team this year, consistently elevating those around him. In addition, Thaddius embodies the true definition of a scholar athlete, dedicated, disciplined, and driven to succeed in every area. Congratulations, Thaddius. From the fine and performing arts department,
015Naomi Chavez Duran. Naomi is an accomplished musician and active member of the high school chorus and drama programs, earning selection to three prestigious regional and state musical festivals this year. her acceptance into the Scamia vocal jazz chorus, NISCAM SuffK AllCount Chorus, and the highly competitive Nisma Allstate treble choir reflect her exceptional nearperfect solo assessments and strong teacher recommendations. Notably, she is the first 11th grade student in Amityville's history to be selected for a NISMA allstate ensemble. A testament this is a testament to her remarkable talent and dedication. Congratulations Naomi. At this time, the honores will join at the screen with the members of the board of education for a photo. Congratulations again to all of our honores. We're so proud of your accomplishments and for making Amityville a better place to work and learn. At
016this time, we will transition into our curriculum presentation. Our New York State Department of Education is embarking upon statewide initiatives for the K12 program. And tonight, you're going to hear how Amityville is a part of these initiatives and the steps that we are taking to not just comply, but to thrive. You will also have an overview of the curricular and resources materials that are used in our educational programs here in our school district. Our assistant superintendent for curriculum and instruction, Miss Mary Stevens, will lead this presentation. Thank you. >> Thank you, Dr. Talberg. Good evening, President Johnson and members of the board. As Dr. Talbert mentioned, tonight I'm going to provide a brief overview of several timely and relevant statewide initiatives that directly influence teaching, learning, and curriculum throughout New York State. These updates reflect
017both NISED expectations and the work we are engaging in here in Amityville to ensure our students are supported from preK through graduation. Across New York State, early literacy continues to be a major area of focus. NISED has emphasized alignment with the science of reading and the importance of strong tier one foundational instruction for districts. This means ensuring ex explicit instruction in phmic awareness, phonics, vocabulary, fluency and comprehension along with continued attention to writing and language development. We have made this a priority across our elementary schools. Our work with Heggerty decod Heggerty decodable texts and structured literacy routines reflects that statewide shift toward evidence-based practices. This year we are also strengthening our progress monitoring to ensure early identification of students who need support. The science of reading refers to a large body of interdisciplinary research that
018explains how children learn to read and what high quality effective reading instruction must include. This work comes from cognitive psychology, neuroscience, linguistics, and decades of classroombased research. NISED has identified the science of reading as one of their statewide priorities, emphasizing that districts must offer evidence-based reading instruction, explicit systematic foundational skills in early literacy, highquality curriculum materials, and early intervention within an MTSS framework. Their goal is clear. All students should be reading proficiently by grade three and all students should have access to strong research aligned literacy instruction across all grade levels. Amityville has already taken important steps in aligning our curriculum and instruction to these expectations. We have focused on providing professional learning opportunities as they relate to implementation of practices aligned with the science of reading. In fact, tonight's agenda includes requests to the board
019for staff to attend a statewide conference about the science of reading for multilingual learners. We will continue to build on this work through professional learning, curriculum alignment, and consistent tier one instructional practices. There are several important statewide updates impacting classrooms and assessment. Next generation ELA and math standards are now in full implementation, and NISED has updated test blueprints to reflect these shifts. The new ELA and algebra 2 regent exams will be administered in June, completing the implementation in these areas. The last administration of the old version of the exams will occur in June. Computer-based testing, also called CBT, continues to expand and NISED has singled signaled its commitment to full digital assessments. Our schools fully implemented CBT last year for grades 3 through 8. In science, districts are completing the transition to the New York
020State Science Learning Standards. These require phenomenonbased learning, engineering design, and three-dimensional teaching. Our students will take the new exams in each area of science this June. The roll out of new science exams will be complete statewide next June. And for our multilingual learners, changes aligned to New York's decision to become members of the WEDA consortium will bring updates to measuring English language proficiency. WEDA assessments will be administered for the first time in the spring of 2027. And in the fall of 2027, WEDA's screeners for new entrance will begin. Our administrators, their curriculum teams, and teacher leaders are working to ensure alignment across grade bands as these changes continue to roll out. So, New York State is proposing uh changes that include adding financial literacy and climate education. The board of regions has published for public
021comment two major K12 initiatives related to the roll out of a portrait of a graduate. The first is personal financial literacy. The second is climate education. In both areas, instruction may be embedded in existing courses or offered as a standalone course or model. Both both initiatives align well with elements of the portrait of a graduate, including college and career readiness, citizenship, and 21st century skills. Personal finance ties to real world adult readiness. Climate education ties to global citizenship and sustainability. They also are supported by our instructional priorities of providing highquality aligned curriculum and culturally responsive future focused education. If approved, the new initiatives would be rolled out by grade band. The organization of bands is slightly different from the configuration of our buildings. The elementary band is K through 4. The middle band is 5
022through eight. And the high school band is 9 through 12. For personal finance education, the rollout begins next school year for the middle and high school bands and continues in the 2728 school year for the elementary band. for climate education. The roll out begins with the middle and high school bands in 2027 2028 and continues with the elementary ban the following year. There are five required topics for the financial literacy initiative. Again, these topics can be embedded in existing courses or delivered in standalone courses. Instruction must be completed by the last year of each grade band. Our plan for roll out is to ensure that the topics are addressed in the middle school facts and financial education rotations and in the economics courses offered at Amadeville Memorial High School. Our work in this area will
023continue as we receive guidance from NISET. There are three required topics for the climate change initiative. As with financial literacy, we await further guidance from NISED. These topics, as are listed on the screen, do align with our existing science courses, and so we expect to be able to embed instruction in existing courses. At the elementary level, Amityville uses SAVIS, My View, and Mi Vision literacy as core ELA and home language arts curricula in the K through five grades. These programs offer a comprehensive research aligned program that integrates reading, writing, foundational skills, vocabulary, and speaking and listening. A few fe a few key features include strong alignment to the science of reading, daily routines for explicit phmic awareness and phonics instruction, culturally responsive materials that reflect our students, built-in supports for multilingual learners and students with
024disabilities, and consistent lesson structures. We have fully implemented my view and mision across Northeast, Northwest, and Park Avenue. Teachers have access to digital tools to support instruction, and we continue to provide professional learning opportunities across grade levels. These include learning opportunities led by staff members and by members of the SAVIS team. This year we have seen increased consistency in foundational skills instruction, more structured shared reading and close reading lessons, and stronger writing routines. Additionally, our SAVIS professional learning sessions and focus walkthroughs have helped provide teachers with feedback to refine their implementation. Our areas of focus moving forward include strengthening small groupoup reading instruction, enhancing vocabulary and language routines to support our multilingual learners, and strengthening writing instruction. At the secondary level, AMDville uses SAVIS my perspectives for grades six through eight. This curriculum is a
025blended digital and print program centered on close reading, evidence-based writing, and highlevel academic discussion. Some program strengths include rigorous diverse texts that challenge and engage students, leveled supports for multilingual learners, a clear structure for writing to sources, argumentative, informative, and narrative. digital tools that allow for annotation, audio support, and feedback. My perspectives is fully implemented at Edmund W. Miles Middle School. Our teacher leaders and ELA teams have aligned my perspectives you my perspectives units to the next generation ELA standards and begun to prepare students with skills they will need for regent exams at the high school. In addition to lessons that include high engagement with relevant texts, SAVIS consultants have supported instructional walks that help us focus on increasing student discourse and strengthening evidence-based writing. The program provides vertical alignment not only in grades 6
026through 8, but also for the full gamut of K through 8. Finally, the program provides common assessments across each grade level. Next steps include expanding explicit grammar and language routines and continuing to build teacher familiarity with digital supports, particularly for multilingual learners and enhancing the use of formative assessments in the digital platform. Across our elementary and middle schools, Amityville uses the Reveal math program, a rigorous program designed to build conceptual understanding, procedural fluency, and real world problem solving. Reveal Math uses a consistent daily structure, launch, explore, develop, and reflect, which encourages students to engage in productive struggle, participate in mathematical discussions, and apply multiple strategies. Reveal Math provides strong alignment with the next generation math standards, digital tools for interactive lessons and differentiated practice, embedded supports for multilingual learners, and highquality performance tasks and assessments.
027This year, we expanded the use of reveal math to AMDville Memorial High School's algebra program. And in the elementary and middle schools, we have strengthened implementation through professional learning, grade level planning with teacher leaders, and classroom walkthroughs across buildings. Our use of Reveal has supported more consistent math instruction, increased student talk time using math language, and better use of models and representations. Our areas for continued growth include deepening conceptual understanding in upper elementary, strengthening fluency and number sense routines, expanding the use of adaptive digital practice to ensure middle and high school students are fully prepared for the algebra 1 regions. And finally, we continue to support new teachers in their use of the curriculum and ancillary resources. Together, my view, mision, my perspectives, and reveal math provide Amityville with a coherent prek through 12 curriculum
028designed to nicid expectations. Consistency across classrooms and buildings. Strong tier one instruction to support MTSS. Culturally responsive and accessible materials. Clear pathways for teacher collaboration and alignment. Digital tools that build student readiness for computer-based testing. These programs are central to our instructional improvement efforts and ensure that every student in Amityville has access to highquality standards aligned learning experiences every day. Thank you. >> Thank you. Um does any board members have any questions? >> Sure. I I have I have one. >> All right, Carol, >> just a quick question. >> Um, actually on the first page under early literacy and science of reading. >> Yes. >> Um, Goldstone tier one literacy instruction in all classrooms. Will that instruction be delivered in small groups depending on specific reading levels? >> Yes. And that goes also to later
029on when I mention where our focus is this year in all of the principles have identified improving small groupoup instruction as key and that happens in the full class environment. So it is part of tier one. We are providing professional learning experiences to help strengthen teacher skills in that area. So yes. >> Thank you. >> Megan, did you have a question? Uh >> yes. Um, thank you Miss Stevens. I um jotted down you had mentioned strengthening progress monitoring. I wonder if you can just speak to that a little bit more and just expand my understanding of what will be strengthened there. Yes. So we are working on data teams this year so that we're analyzing the data that we get from various sources. It would include I ready. It would include the common assessments. It
030would include in small groups how teachers are assessing students in the moment and using that data to actually monitor students progress and in the moment determine how we can best fill any gaps that are existing. Okay, that sounds great. I'm really happy to hear that. Um I guess like as we enter budget season I know one of the it's also in our policy to understand what our program priorities are for 2627. So I hear this more as you know this is what we're doing this is what the state is telling us what to do but are you also trying to extrapolate out priorities uh to address those gaps for next year? >> Yes. So uh as part of the work that we're doing with the data teams but also through the work we're doing for
031the recov grant we're identifying where the gaps begin uh so that we can start filling them and not remediating without figuring out what gaps are causing the need for remediation. So we are identifying those and those will inform our budget conversations. Okay. >> Uh Dr. Talbert and I are going to be meeting with building principles in the next two weeks so that we can talk about what some of those instructional priorities are and how they inform our conversations with Mr. Snyder. >> Okay. So, with the board, we'll continue to hear updates um as far as what will be needed for next year as a result of this analysis. >> Yes, that's our plan. >> Um thank you. Um how about the kids right now that are failing? How are we helping those kids? >> So
032each of the buildings works on the plan. That is part of the work that we do with data teams, but they work on a plan for in the moment. Um and it's a large part of the work we are doing with the rec grant. So in preparing for the program that we're going to use, we are looking at first quarter report cards so that we can determine where those needs are immediately. So I'm sorry the recov's grant that we're going to be like approving Dr. Plyazo to help implement is going to be after school help or what are we doing? >> It it's not limited to afterchool. So it's identifying where learning loss is and how it can best support students. So in some cases that might be afterchool programs. For some students at the
033secondary level some of their learning loss comes from the fact that they can't stay after school. >> Um so it's looking for ways that we can support them during the school day. So, it's really looking at individual, it focuses on what individual needs are, filling the gaps, identifying the causes of learning loss and trying to prevent them as well. >> Okay, that's great. Um, I had I had been around some middle schoolers telling me that they were failing all their classes, so that was upsetting to me. Um, I also heard in here that um we're going to strengthen small group reading. Well, with the emphasis on vocabulary and writing and this is when you were speaking about K through five. Um, is that this year? >> Yes. >> Okay. And when you say writing, is
034that writing or handwriting too? >> Is it writing like structuring paragraphs or handwriting? >> It it's the writing. >> Okay. >> Your thoughts. >> Is there also a plan to uh emphasize handwriting? Um I I believe we are working Miss Highland, do we have something? No. Right. Yes. In the foundations program. >> Okay. Um Okay. Because I there's definitely a gap in young students this year like not not young even through high school, right? That nowadays people don't know how to write actually hold a pen and write. That's okay. Um, thank you. I appreciate you taking my questions. Um, I don't know. I don't want to hold this up. >> I have one question. I was waiting for you. >> That's okay. >> Sure. >> So, it's not really a question, but um, from the
035financial literacy portion, the economics class, it's already that's already taken place right now. This that content that's that you have listed on the slide. Correct. >> Correct. So it's more at the middle schools that it would take place. >> Um well we so we are required to ensure the state you know these are proposals it out it it is out for comment. We do expect that the board of regions will approve it. Uh and then we will be required to attest that we are covering those topics either embedded in existing courses or by creating standalone courses for students. Uh so we would have a committee examining that to ensure that we are meeting the needs. >> We do believe that the economics courses at the high school will do it. We also believe that the
036existing facts and financial programs at the middle school will >> and we'll start to look at how the elementary grades are addressed. >> Thank you. Any other questions? >> I'm sorry. I just have just one further thought on planning for next year and gathering feedback and reviewing the data and identifying the gaps. Are we um obtaining uh feedback from the teachers as far as like their thoughts on where the gaps are as well as part of that? >> Yes, there are teams of teachers in the buildings that meet to talk about systemic gaps and then individual gaps as well. Okay. So, but it's not all the teachers. So it's the the teams that have the leaders in the each building that will be called upon. >> It it would be leaders and and those who
037volunteer to participate on committees. Yes. >> All right. Thank you. >> Any other questions? Thank you, Miss Stevens, for the presentation. Appreciate it. >> I just Thank you, Miss Stevens. I just wanted to clarify on the second page of the slide where it says WEDA membership. WEDA is worldclass instructional design and assessment and um it's a consortium of a number of states that's providing comprehens comprehensive systems to support, teach and assess multilingual students in K12. We just wanted to clarify that for you. Thank you. At this time is the um we're taking community input regarding board agenda items only. >> Good evening. Wendy Canestro AMDville. Um I have several questions. Um, why are the minutes from the election May 20th being approved tonight, six months later, maybe even more than >> Sure. Um, so what
038happened on I believe it was September they were supposed to be approved and then in listening back to the audio um there was not enough people to approve because um there there was only four people here so there was not enough to prove it because one of the Juan was new to the board and so he said he could not approve the minutes which is understandable because he was not there May 20th so we had to bring it back in. So, we thought it was already done, but it was not done. >> Okay. Thank you. Um, and the only other well, two other things. Um, these policies that are up for readings, there aren't any copies for the attendees here. >> Okay. We'll make sure the next time that there there will be. >> But
039I want to say I was on the board of education last year and this was a problem last year that the policies when we were when we had readings were not available to the public and the public has a right to see what your what you're seeing, what any possible edits are or anything, and it's about transparency. So, I'm assuming the second reading is at the next meeting. If you could have those available. >> Yes, we will. Thank you. Yes. >> My last comment I um is about the public comments portion. May I address that? >> Um I would wait until that at that point in time because right now there's only agenda items, >> but public comments is on the agenda. It's on the agenda, but if you can go ahead and make >>
040No, no, it's actually addressing public comments and the policy about public comments. Okay. Um, I'm addressing the district's public comment policy. A policy that in several sections directly violates the First Amendment in New York State's own guidance. And quite honestly, it reads as if no one on the board has bothered to review the law. So, let me begin with the basics. A school board in New York is a government entity and therefore fully bound by the first amendment through the fourth 14th amendment. And that's not optional. constitutional law. Yet, this policy bans discussion involving individual district personnel that is flatly unconstitutional. Your superintendent by law can be publicly scrutinized just as you are. The US Supreme Court is clear in New York Times vers Sullivan that public officials must tolerate uninhibited, robust, and wide openen
041criticism even when it's sharp and unpleasant. School administrators, board members, and other personnel public officials under that are under that standard. You can't ban criticism simply because it makes the district uncomfortable. Um I'm surprised trustees don't know this. The Supreme Court reaffirmed this again in Rosenlat vers bear holding that public employees and positions of public trust are subject to public criticism and the government cannot silence that speech. That ruling is binding on every public body in New York State including you. And just to remove doubt, the New York State Committee on Open Government has issued repeated opinions stating that school boards cannot prohibit criticism of district employees or officials during public comment. Their advisory opinions are intended to promote compliance with the law. Your policy civility requirement bans on abuse of language and the president's
042power to stop speakers for being inappropriate are the exact kind of vague discretionary rules courts strike down for viewpoint discrimination. You don't get to silence criticism by labeling it univil. Federal courts, including the second circuit, which governs New York, have consistently held that civility codes used to silence criticism are unconstitutional viewpoint discrimination. The government, in this case, the school board cannot police tone, emotion, passion, negative opinions, or disagreement. The First Amendment is not here. Okay. I mean, I could stop and come back. I'm just uh >> No, we're going to keep moving along. Next person, please. Thank you. Chris Pelville. Okay. Um, this is like one question, maybe it's two. Okay. Required topics. Climate change. Okay. Are you guys doing this because you want to or because you have to? >> Dr. Talbert. So first
043and foremost, we do have to comply with the regulations and directives of New York State. So once those directives come down to us, we make it our own. We customize it. We collaborate through our use of committees and we make it as personable as we can to fit the needs of our students here in the district. And the second part of this is, okay, um, are you going to have to hire teachers to teach these things again? Causes of climate change, impacts of climate change, solutions for climate change. If somebody has the answer to any one of these questions in here, I would really love to hear it. Okay. So, are we going to spend more money on pushing something that I would bet venture to say that half the people in this room thinks
044is a hoax? >> Thank you. That's all I got. Thank you. >> Any other community input on agenda items? >> Wendy Canestro, Amityville. I'd like to pick up where I left off regarding public the public comments in this policy that you're um trying to get people to agree to. The First Amendment is not here to protect flattery. It exists to protect critical, harsh, uncomfortable speech. The kind of the government most wants to silence. The sup the Supreme Court has been clear for decades on this. Finally, giving the board president the power to stop speakers based on subjective notions of appropriateness is precisely the kind of unchecked discretion courts strike down. The Second Circuit has repeatedly rejected policies that allow elected officials to silence speech on vague standards. Your policy, as it stands, violates Supreme Court
045precedents, contradicts New York State guidance, conflicts with second circuit principles, and invites a lawsuit the district would almost certainly lose. Continuing to enforce an unconstitutional policy erodess public trust and exposes this district to significant liability and potential lawsuits. The policy needs to be updated to be in compliance with the federal law. I don't see uh I know council's here. I don't see how you could possibly be enforcing this and telling people they can't speak unless they sign it. The board does have governance over the time limit, the order of speakers. It doesn't have um discretion over the kind of speech. Thank you. Can I have a motion for agenda item 2 A1 through 4, please? Um, Lisa, I have a question before we take that motion, please, about the minutes because I might want to
046take them separately. So, how about if um how about if I do it this way? How about if I do the one that you have a question about? I'll do that separately. Do you have a question about each of them? Because >> if there two and three, right, you can do those. >> So, can I have a motion for agenda item 2A1, please? Motion. Second. >> Carol Seahhoff is first. Chris Nerin is second. >> That was Megan. >> I'm sorry. >> That's all right. >> Megan is first and Chris second. Any discussion on this particular item? >> No. >> Hear none. All those in favor? >> I. Motion carries 6. Have a motion for agenda item 282, please. Motion. >> Chris Nan is first. Lesie Crest is second. Any discussion on this item? >> Yes,
047I um so on September 10th and also October 15th, so it's for both of these. I had called either an intervening motion or walk-on motions. Um I've been informed from through Lisa from councel that we don't have to document the full motion in the minutes. Um so they're not contained in the minutes. Um, but if we don't include them in the minutes, then since it's a motion that I brought forth in a public meeting and I handed it out, uh, should that not be, and I guess John, this is directed to you, should that not then be updated in the backup? Um, as far as the agenda then since I'm bringing motions that are not being documented, um, should the up the the backup to the meeting now be updated to reflect the full language
048of the motion? >> So, we have um reviewed this issue before that the the agenda is the order of business that is set forth by the board. There is that's the agenda. There's there's no obligation to uh go through and address the agenda and uh republish the agenda uh to correlate to what happened at the meeting. So that's so there's no obligation for the agenda to be changed after the fact. it is uh it serves it already served its purpose of setting forth the um the events as uh they're laid out at the time of the the board meeting. So when you make a motion to amend the agenda, there's no obligation to actually amend the agenda the agenda and republish it showing the amendment. That's the purpose of the meeting minutes. meeting minutes show
049the actions that were taken at the at the at the meeting. So there's no obligation to change the agenda or um reestablish the backup that was reviewed by the board at the time. >> So the minutes will reflect a action item that gives no detail to the public as far as what the action was. But that's why we also >> but that's why we also put on there um the to go to the video. So we put the the topic and then we said could see the video for complete details of the that particular motion. So go ahead. >> So the so the the actions are recorded motion to amend the agenda passed you know whether it was passed or not passed was is recorded. Uh it's up to the board of education uh whether
050you wish to amend. Right. There was some there were some minutes at some point that actually had the resolutions >> included included in within the entire >> Yes. >> um within the entire body and then there are other mo there are other >> minutes that nearly merely have the motion and the action. Uh both are permissible under your under your policy because uh the requirement of the open means law is that minutes reflect uh the motion and the action uh taken at at the board of education meeting. If you wish to make it clear that the the whole body of the resolution is included in the minutes uh it would be my recommendation to make that clear in your policy. >> Okay. Thank you, John. >> Any other discussion on this item? >> Yeah, Madam
051President, I'm sorry. Can I just piggyback on what Trusty Mesman said? I I just want to make sure I I have a clear understanding of this. If there is an intervening motion that takes place, will that intervening motion be recorded on the minutes? Even though there is a vote taking place to either put it on the agenda or to not put it on the agenda, it's still an action by the board. >> Right. The intervening motion is recorded, but the whole contents contents of that motion are not necessarily recorded. >> Okay. Right. So the minutes do contain Yes. >> This has the vote. >> It has language. >> Um President >> just have one minor uh update to the information on the September 10th 2C6. The vote tally is 1 to two but it should
052be one to five. >> Okay. All right. Thank you. as to my understanding we could still approve it just with that minor just making that minor change. >> Yes. >> Right. So there there was the motion for agenda item 2 A2 which is a September 10th minutes. Can I amend this motion to accept the minutes with the change of the vote for 2C6 to read one? Yes. And five. No. Yes. >> So I'm just asking graphical error is what you're saying. >> Yeah. Instead of having it has two instead of five. So >> yeah, it has the five um trustees listed there. Just typographical error. >> I'm sorry. Trusty Nearing I I don't have that right in front of me. What was the what was the what was the motion? >> Okay. Right. So once
053again I want to amend the minutes to reflect the correct number for 2C six. It's one yes and five no. Have a motion to amend the agenda to accept with that change. Motion >> Chris Neran's first. Leslie Cret second. All those in favor of agenda item 2 A2. >> I >> No. >> Motion carries 51. >> I would I just to say I guess I'm the only one on the board, but I would like the minutes to reflect the full resolution. >> Thank you. Um can have a motion for agenda item 283, please? >> Motion. >> Second. >> Chris N is first. Carol see you have a second. Any discussion on this item? All those in favor? >> I >> No. >> Motion carries 51. Have a motion for agenda item to A4 please. Carol
054Sehoff is first. Leslie Crest the second. Any discussion on this item? All those in favor? I >> I motion carries 6. >> Um for the policy committee for 2B 1 through 8. >> Did you want to do the November 12th? >> I there was not a consistent um feedback that I got. So no, I'm just going to wait to >> Oh, sorry. Thank you. So for agenda item 2B 1 through 8, any discussion on these items as their first reading and if there any questions or comments um provide them back and then we could look at them at the next policy committee meeting. >> Yes. Oh, you're saying we can't talk about it now? >> No, we can't. Yeah. >> So just to say like so since we don't have the hard copies here and
055it's supposed to be a first reading, we'll repeat the first reading when we have hard copies available. Is that required? No. So it will go when we go to the second reading. We'll go ahead to the second reading. >> How do you call it a first reading if we don't >> because we as we as a board have had the first reading I believe. Are the policies up >> are the policies up on the on the website or No, not right now. >> No, I mean are the drafts up on the website? >> For the public for the for the policies they're not up on the website right now. Correct. The drafts. Right. So right now there is a first reading we can work on make a decision. It will be a first or second
056read the next time around. We have three readings for these policies. So, um the the board I mean the committee will have an opportunity to provide input at the second reading as we move forward. Any any questions, any comments, any additions to the 2B 1 through 8? >> Yes, Madam President. Oh, I'm sorry. >> No, no, you can. I I have stuff, but you can go. >> Okay. Well, I'll I'll speak about the first policy. So the first policy which is policy 6000 uh fiscal management goals first reading and I I may um need assistance from legal. Um point number three reads funds in which the district has no immediate need. No, I'm sorry. Um yes. Point three states, "Funds for which the district has no immediate need shall be legally invested where they can
057bring the greatest return." My question is, should it be more defined to encompass only FDIC insured accounts? And the reason why I bring this up is because after the reorganization meeting, we were asked and we did approve and later rescended a financial institution that was not FDIC insured and that was out of the comfort of the board. Should I guess the question is should funds which we are caretakers for be invested in only FDIC insured um investments. So this is this is a policy decision >> right? So, so that is, you know, no, that is my recommendation would be to have that reviewed with your business office and uh the your your auditors to determine uh what it what is the appropriate uh investment vehicles for school districts, >> right? So, I made a note
058one the our next policy committee meeting. >> Perfect. And then point number eight reads, I only wonder if point number eight should also include the board of education as a party where it says the budget shall reflect the reviews of administrators, teachers, students, and taxpayers. I wonder if it should also include board of education members or or the board of education as a whole. >> Right. So I made a note here. So at the next policy committee me meeting I excuse me I have a note for number eight. Should this include board education members and and for number three about the FDIC adding that language? Okay, >> those are all the questions I have on this policy. >> Anything else for 6,000 for anyone else? I for number four, all receipts and expenditures shall be
059recorded fully and improper manner. Um did we recently as a result of um one of our audits imple make sure that we're implementing like a double signature? Did that come am I remembering that correctly? Um I'm not too sure but we'll make a note when at the policy committee meeting where you can >> Okay. >> Double signature stated >> checks and balances. >> Double signature. Okay. Ever down. >> Any other questions regarding 6000? Any comments to for the first reading? >> Not here. >> Anything on 6240? I guess I would just say that this does read that we should be reviewing it annually so that we get in the habit of doing that. Anything else for 6240? 6240 is the reggg. any any comments after your review >> on the reggg on page five. Um
060I agree and I and I I had brought this up with in the policy committee but to have the electronic solicitation page five of the regulation >> so telephone was crossed out but um I don't know the electronic was not but it it says on the side and replacing it with electronic format. So once we >> so we just have to update it. >> Correct. So, I agree. I thought it was going to be updated. Thank you. >> 6700. Any questions on 6700 or comments to add for the policy committee to review? 6700. I had brought up the um on page two um with the environmentally sensitive cleaning products um because that is I I do believe in all of that. Um I brought up to include and I guess the attorney is didn't she
061said we don't have to include it but I would like to include after line four where whenever feasible comma including but not limited to low VOC paints and solvents. That's my suggestion. So this will just be a decision for us as a board. >> Okay. >> Um if we want to do it or not do it. So if this is if the board is in agreement then we can put the language in at the next policy committee meeting. So >> okay thank you. >> Um included but not limited to low VOC paints and solvents. >> Yeah it's on the on page on page two. It's there >> there's a comment there. Um but I'm just suggesting the language. >> Right. So, it's just a matter of as as a board if this is language that
062we want to put in there then um if everyone says we're okay with it then we can put the language in. So, we're just bringing this back to the board. >> Yes. So, I guess do you want me to explain? I guess I mean it's a volatile organic comp. Okay. >> Yeah. I think it's just that it's something that it's coming back to the board as a first reading from recommendations that occurred in the policy committee. So, now we're just asking our fellow board members, do they agree with our recommendation? So that that's the key. If no one disagrees with it, then for the second reading, we can make it part of the process and that that's the key. So anything that we made recommended changes for at the policy committee. If the fellow Bormers
063who are not there, if they have um if they agree with the changes, then we can put them in and make it part of the second reading. If they they don't agree where they want to make any changes, then that's where we're getting the feedback from those who are not at the policy committee meeting. Okay. >> 6741. There were changes that were suggested at the policy committee meeting. >> If anyone that was not in attendance has any questions about those changes? Yeah. I Yes. And I can give this to Amarie my markups. But um so first paragraph all RFPs we had shall I guess it was suggested to change it to May. I think I would keep it as shall would be my recommendation. Shall be published in a district approved newspapers and I would
064also insert and transmitted electronically to viable entities. Um, no I didn't read that in the side. Um uh the second paragraph the red text and architect was inserted which may be in cooperation with central administration. So this is um I just inserted which at is at the discretion of the board of education and may be in cooperation with central administration. So this is the proposals for it says read the whole paragraph again. Oh this is for legal services internal and external auditors treasurer and district clerk which and the architect which the board of ed approves. >> So the >> so you're you're requesting that we add that language in. >> Okay. Yes. >> Okay. Okay. So the next paragraph, the business day after an RFP deadline, the assistant superintendent, so I this was um the
065assistant superintendent of finance and operations or their design shall send an inquiry to any entity that requested the RFP. I crossed out requested and I would suggest received the RFP but did not respond to or submit a proposal not an RFP to obtain information as to why they declined to submit a proposal and share that information in writing to the board of education. So I read the paragraph with my suggested inputs. You got that mark? Okay. Okay. I'll give it to you. Sure. Anything else for that last policy? >> Yes. Uh back on the first page, um the paragraph right after the numbered lines, uh the sentence versus and shall not include any limitations that may limit response. I was wondering if it would make sense to add between any limitations to make it any
066unnecessary limitations because I know we um this is brought up due to the mileage concerns in the transportation RFP, but I don't think we want to make it too broad where we're having anybody apply because I know there are certain things that we might need to put in the RFP that would limit responses. It's just >> I don't think that you can do that, >> right? Like this is like I think we need competitive bidding. I think we're required to have competitive bidding. So we can't put out RFPs knowingly with limitations that would only have one respondent. >> I don't know. Well, that that my point is what it it you know necessary limitations are in there like you know is somebody having a certain certification limiting them to respond or could you just have
067anybody respond if we make this taking out any limitations? >> I guess I disagree with you. >> Right. So So we have the feedback. I think what we should do at our next policy committee meeting, we can talk it out a little bit more with the three of us and bring it back as a recommendation to to the board of education because it may take a little bit more of a discussion. >> We have John while he's here. >> I know legal had provided a response back to it. So, you know, I think I think we need to decide what language we want and then go from there. But go ahead, John. Yeah, I mean you just have to you do have to be cognizant of the the unintended consequences of a decision >> not
068to put any limitations on. Uh typically RFPs, particularly transportation RFPs provide for uh requirements uh that in order to be eligible, you certainly need uh licenses, lensures, requirements for um certain buses and um requirements for testing of drivers and lenture for drivers. There's a whole list of requirements um that you have to satisfy in order to be eligible for uh school bus transportation. >> Right. So I think let us discuss a little bit more at the policy committee meeting and then we could sh send it back to legal for any follow-up advice. there were comments that were provided. Has the board reviewed the comments? Is there anything that they disagree with or they want any changes? >> I'm okay with the blue. I have um the par it's hard to read. I agree, Leslie. But
069um the one, two, three, fourth paragraph. Um my suggested uh revision would be a balanced budget for the ensuing school year shall be provided to the board electronically four weeks prior to its presentation to the voters for final adoption. >> Right. All right. So, we'll make it as a note and then at the next policy committee meeting we can discuss it further and then bring it back to the board. 6110R any um and as part of the budget planning process the superintendent of school business official will evaluate and present to the board of education that's insert there um the fourth bullet the condition of the physical plant. I mean, I that kind of just jumped out at me. I don't know if it's physical assets. I don't know. It's minor, I guess. Uh, and then
070the the bullet, the red bullet, the tax levy limit for the upcoming year and the possibility for voters overriding the limit if necessary. Um, I would cross out and the possibility of voters overriding the limit if necessary. So, I definitely want to see the tax levy limit for the upcoming year, but I don't uh I want to cross out the speculation of the voters overriding the limit. >> It was meant by legal. >> Okay. Well, I I would we don't have to >> it's not required. >> If if it's all right, John, I don't know if you're following along with this. Do you have any background information on uh Legal's opinion on this one? So can can I make a recommendation um to the to the board? So these changes are being recommended right now
071and I I thank Megan and Chris and and those who have provided recommendations. So now when we go back to the policy committee, we will discuss it further, insert it in, revise it, send it back out for legal review and give it back to the board. So for legal to give us I think an opinion right now we have to make that final decision what we want to see and they can go and give us a decision. But I just think that we need to um John's going to give us a give us an opinion. I'm just saying >> but well Madam President what what I'm saying is that insert was inserted by legal. >> Yeah. But it wasn't it was done by not by John. It was done by um someone else in the
072team. So >> right. So maybe John knows. >> Yeah. Yeah, that's why I said go a little bit of a background. >> Yeah, correct. >> I think what's important to remember is that when it's sent to legal um someone reviews the entire policy and if there's any, you know, questions or comments or anything like that, then um they get clarification, they they give it back to us. So, I think these are really great questions that being asked. I think these are really great recommendations and I think we just we need to put them in and then go from there. Go ahead, John. >> So, what what the full uh sentence says as part of the budget planning process, the superintendent or school business official will evaluate uh the tax levy limit for the upcoming school
073year and the possibility of the voters overriding the levy limit. So, uh, the there's always a possibility of of voters overriding the levy limit, but as far as this being legally required, it's it's not legally required. It is something that is within the board's discretion as to whether you want uh your administration to evaluate that or not. >> Thank you. 6120. Any feedback on this particular policy? No. 6150. Any feedback on this policy? And a thousand. Any feedback on this policy? I don't have any suggestions, but when I was rereading it, >> which one? >> Uh, yes, the community relations goals develop and maintain effective means of communication with the people of the district. I had recalled um a community member several months back like asking about can they opt into the robocalls and I
074just wanted to resurface that again uh as a way to maybe expand the engagement. >> Uh yes, we have actually discussed that and the window has been set for open enrollment and I'll share those dates with the board and we'll also share it with the community. >> Okay. Thank you. Thank you for all the feedback and suggestions for um for the policy committee. >> Going to agenda item 2 C1. Can I have a motion for agenda item 2C1, please? >> Motion. >> Chris N is first. Leslie Kretz is second. Any discussion on this item? All those in favor? I I >> I motion carries 6. C can I have a motion um to amend the agenda to add agenda item 2C2 which states resolved upon the recommendation of the superintendent of schools. The board of
075education hereby approves the written request of the employee named and the attached confidential schedule A dated November 19th, 2025 for an extension of the employees probationary period for an additional calendar year. The employees new tenure date shall be December 1st, 2026. >> So moved. >> Second. >> Carol Seahhoffers first. Chris Nar in a second. Um discussion occurred in executive session. All those in favor? >> I motion carries 6. Okay. I have a motion for agenda item 2C2, please. >> Motion. >> Chris Nan is first. Leslie Crest is second. All those in favor? I >> I motion carries 6. Can I have a motion to amend the agenda to add agenda item 2C3? And it reads, "Resolved upon the recommendation of the superintendent of schools, the board of education hereby approves the written request of the
076employee named and the attached confidential schedule B dated November 19, 2025 for an extension of the employees probationary period for an additional calendar year. The employees new tenure date shall be December 9th, 2026." Motion >> Chris N is first, Leslie Cret is second. Um, this discussion occurred in executive session. All those in favor? >> I motion carries 6. Okay. I have a motion to approve agenda item 2C3, please. >> Motion. >> Second. >> Chris N is first. Carol Se Hall is second. All those in favor? I I >> I. Motion carries 6. Can I do agenda items 3 A1 and three al together please? >> Yes. >> Can I have a motion for agenda items 3 A1 to 3 A3? >> Motion. >> Carol Seahhoff is first. Leslie Crest is second. Any discussion on these
077items? All those in favor? >> I motion carries 6. Okay. I have a motion for agenda item 3B1, please. >> Motion. >> Chris Nan is first. >> Second. >> Carol Seahhoff a second. Um all those in favor? >> I I motion carries six zeros. Congratulation Christina Catlin. Can I do agenda items 3B2 to 3B43 all together? Does anyone need anything done separately? So 3B2 to 3B43. Right. Can I have a motion for >> Is there a reason why you're stopping? >> Yeah, because I have to amend. Yeah. >> Okay. Um, have a motion for agenda item 3B2 to 3B2 to 3B43. I'm sorry. >> Motion. >> Chris N is first. Leslie Cretz is second. Any discussion on any of these items? All those in favor? >> I. Motion carries. 6. Okay. Okay. I have a
078motion for agenda items 3B 44 to 3B 48 with an amended change to the date to reflect the end date to be 111725. So for agenda item 3B 44 45 46 47 48 I's a motion to amend the agenda to I mean amend to change the end date to 111725. Second. >> Carol Seahhoff is first. Chris Ner is second. And the end date needed to be changed for these those particular items. >> For 3B 44 to 3B 48. >> All those in favor? >> I. Motion carries 6. Can I do agenda items 3B49 to 3B 146 alto together or does anyone need anything done separately? Have a motion for anyone separately. Three have a motion for agenda 9 3B 49 to 3B 146 motion. >> Chris Nan is first. Leslie cries a second. Any discussion
079on any of these items? All those in favor? >> I motion carries 6. Can I do agenda items 3 C1 A B and C all together? >> Yes. Okay. >> I have a motion for agenda items 3 C1 to 3 C. Please >> motion. Second. >> Carol Seahhoff is first. Chris Ner in a second. Any discussion on any of these items? >> All those in favor? >> I I >> I motion carry 6. Can I do 3C23 and four all together or do I need it done separately? >> Um I have comments. >> So separate. Can we do it separate? >> Sure. Which one? >> Uh two. Two. >> Okay. Um, can I have a motion for agenda item 3C2, please? Motion. >> Second. >> Megan Bestman is first. Chris Ner in a second. Discussion
080on this item. >> Um, I just was hoping for some clarity uh for the transfer because it has a two, but the from is not identified. Mr. legislator. >> So the transfers are coming out of tuition codes and going into instructional textbook codes. >> So was it just not coded correctly or what what's happening here? >> Two years ago, the district made a commitment to these vendors to buy instructional materials and to pay for them over a three-year period. Years one and two were satisfied, but for reasons we're not sure of, the budget funds for year three, which is this year, were excluded from the budget. So, we need to transfer to fulfill the commitment. And that's what happened. >> Okay. Thank you. >> Can I I'm sorry. Can I ask a follow-up question? This
081this sounds familiar to a situation that we faced previously where we had to pay a third year for equipment, science equipment, but we couldn't find an invoice. Is this the same kind of situation? >> No, I'm not aware of what that is, but these invoices were prevalent. There were notes in previous year's budget files as to these purchases. It was just missed in 2526. Okay. >> Yeah, but that science could I'm not sure what your >> but that was actually an unfound purchase order, not invoice. >> Oh, okay. >> Did Right. We couldn't we couldn't identify an agreement to actually purchase science things >> items. >> Okay. I think I think we spoke >> and we ended up paying it anyway. >> This one the purchase order existed. >> No. Okay. >> It was I'm
082not sure the history of that one. This one was a three-year arrangement that the budget funds weren't accounted for in 2526. >> Any other discussion on this item? >> No. >> All right. All those in favor? >> I I motion carry 6. Can I do um 3 C3 and four all together? Okay. Have a motion for item 3 C3 and 3 C4. Please motion second. >> Carol Seahhoff is first, Leslie Cretz is second. Any discussion on these items? >> Yes. Um with the audit report, uh we have the same recommendation particularly related to the capital projects fund balance um that we had last year that we recommend that the district consider budgeting an interfund transfer to the in the next proposed budget or presenting to the district voters a proposition at the annual budget vote
083to allow the district to use the remaining unexpended balances from other completed capital projects to fund the bond. the bond projects expenditures that exceed it. So, I was had expressed interest in doing this last year and I really I guess I'm bringing it to the board because I'd really love to do that this year is clean up our books um our capital projects fund balances and get it straightened out because we're carrying that those open and overspent projects for uh 10 years or more. Um there are two projects from remember they were 1819 that were over spent. >> Yes. >> And we need to use some surplus funds from older projects to cover that. >> Yes. >> And then the remaining balances is something we're talking about in cabinet already in terms of what to
084do with that and propose some options to the board for the upcoming budget cycle. >> Okay. So you would go the route of you're thinking that we might go the route of just presenting it to the voters just so that they know what we're doing that we it's >> that's an option or it just becomes an interfund revenue. If it was borrowed funds it would go into the debt service reserve. If it was not borrowed funds it would just be a miscellaneous revenue. So those are all options we'll flush out as we go get deeper into the budget. >> Okay. but we'll also present some options in terms of some projects that you know the board might be interested in completing. >> Okay. So, we'll hear more about Oh, yeah. some recommendations for that. Thank
085you. Because that kind of >> fell to the wayside last year, I think, when it came up. Um, >> what could you comment on the status of the RFP for I want to say the asset survey, the district-wide assets? We just got notification earlier this week or actually might have been Friday that nicer, our insurance company is going to pay for the study. So I'm grateful that they kind of stepped to the table. You know, Dr. Talbert kind of was instrumental in talking to them about helping us there. There was a appraisal as we had mentioned here that couldn't be used in the audit and we met with nicer and they agreed to fund another one saving us anywhere from $18 to $30,000 because those were the quotes we received to do it again. So,
086uh really thank you to Nicer, our insurance company, for stepping up on that. >> Okay. Thank you. >> Appraisal will be done during the school year >> and we'll have an effective date of June 30th of 26. Okay, great. Um, so we have the um over funding of the school food district fund and the unassigned funds balance and we owe to the state now that we're going to accept this audit report. We have 90 days to craft the corrective action plan. >> There's 90 days for a corrective action plan for current findings, which there are none. The finding that you're referring to on school lunch has been carried forward for a couple of years. We are working to draw that down by buying uh refrigerator units and freezers and serving line equipment for the school
087buildings. You have to use that money in the school lunch program. So, we are addressing it. The auditors are just noting that we're still over that >> that limitable fund balance to carry forward. >> So, it's an old finding. So the old correction action plan still stands. There are no findings for this audit report for this year. So there won't be a corrective action plan. >> Doesn't this have the over 4% in it? >> Okay. Any other >> understand that the primary role of this audit is for the auditors to look at the numbers and give an opinion as to whether or not they're reliable. That's the primary function of the external audit report. Can you rely on the numbers that are disclosed? It's the internal audit that looks at controls and compliance things where
088you see more of these management letter findings. >> Um, okay. But it is in the letter, right? It says, "We recommend the district formulate a plan to reduce the unassigned fund balance to within 4% to comply with the real property tax law 1318." That's included here. This is part of what you're asking us to approve. And it also has we recommend the district um formulate a plan uh to utilize the school food service fund excess fund balance for permissible expenditures. the wrong backup. Am I crazy? >> No. >> Oh, okay. >> So, I thought we had I thought that when we met with the auditor, he indicated that we needed to come up with a plan um because of that within 90 days. >> You normally have to do a corrective action plan within 90
089days of the board accepting a report. the compliance finding that you're looking at come doesn't come with the management letter, you know, it's just a letter to the board recommending that they take action on that. >> Okay. Well, I guess I would like to um I would like to know I guess sooner rather than later uh what the board decides to do with this excess fund balance. Um, so is that something that the board is interested if we're So, Mr. Snder, you're saying we're not required to do a corrective action plan? >> No, you're required to correct the finding. >> Okay. >> So, the board has to come up with a plan and this was discussed with your external auditor in audit committee, >> right? >> And there were recommendations there and we have recommendations
090but it it has to be corrected. >> Okay. So, when do we when will we be talking about that? Is that an up December meeting or >> I had sent home guidance on the reserves in terms of what you can do. I think that we probably the board should probably agree in policy or at least in theory for a resolution for what you want to do with the excess balance in terms of funding reserves or if there's some other plan. So I I would advise that you read the guidance on the fund balance and reserve documents. >> I saw that. Yeah, I yeah I saw that. I was wondering when we were going to talk about it as a board. >> Yeah. Thank you. >> Let's so let's let's um >> Oh, okay. >> Yeah.
091Let's let's get this get through this portion. >> Okay. Sure. >> I can vote on it. >> Any other discussion on this item? >> No. >> All those in favor? >> I motion carry 6. Have a motion for agenda item 3D1, please. Motion >> Chris Ner is first. >> Second. >> Thank you. Make investment is second. Discussion on this item. >> Yes. I have a question on the appropriation status detail report on page four I believe. Uh page three actually. Um custodial overtime. So we are already in the negative line. in the in the available line, we're already negative over $10,000 for the middle middle school custodial overtime and we're already getting pretty low on Park Avenue and we're only in November. Actually, this report is only through the end of September. >> Sir, overtime
092was cut dramatically during the budget process and it is becoming a difficult thing to control. the code you're referring to as the middle school and and a lot of that overtime that caused that code to go over budget was related to the construction in the building because the custodians had to come in to take care of those things. So part of that money will get transferred to the capital fund to clear out the negative, but it doesn't negate what you're saying that the overtime codes across the board are getting very tight because they were, I believe, cut in some instances by 50%. >> So it's not a matter of that we're trending higher than normal, maybe except for the middle school. It's more so that it's just not budgeted properly. the the budgets were cut
093and the planning to limit overtime. In just some cases, you just can't. A lot of it is related to facility use in these codes that you're looking at. Even the security codes, you know, we're having a difficult time now managing security guards for extra events and keeping them under the overtime threshold. So, you'll start to see some overtime there. So, it is something I'm speaking to the director of facilities and our head of security about trying to control, but it is it is challenging given that the budget codes were cut pretty dramatically. >> Okay. So, we expecting to kind of blow through the the overtime or or is it I mean, I know the middle school the construction has died down, but what's the cause of the overtime in the other instances? And it is
094it going to just continue? >> The cause of it really is a a an appropriation code that is too low and we're either going to have to cut events to avoid the overtime or do budget transfers. >> I don't think that's a reasonable expectation. >> Right. So we'll have to look at some transfers. We're talking about it internally. to just say to, you know, Park Avenue custodians, you have to cut your overtime when some of it is related to facility use is not a reasonable administrative directive there. So, you're looking at budget transfers. I'm going to be happy to provide the board with the history of overtime, the actual expenditure, so you can see what it looks like. But without a plan to physically cut overtime that was reasonable, the cut to the budget becomes
095a little more unrealistic. >> And we had just approved some weekend use of facilities. So that's going to >> Yes, sir. >> be all on overtime, is it? Typically weekend work will put you over the 40 hours and be time and a half on time. Yeah. >> Thank you. >> Any other questions on this? >> Sure. Yeah. Um page four and five. I guess I started to notice um some big adjustments the other way. I just noticed we were moving 200 $300,000 into line items. minor building repair, grounds and maintenance, central data processing, uh boseis administrative. Um I didn't remember all those coming before the board because it kind of keeps kept going. So those monies that you see in the adjustment columns are what we call carryover PO from the prior year of which
096I believe there was $550,000 of 2425 money from 2425 that got moved in to 2526. You'll see that in repairs. You'll see it with the audit fees. That's typically where we carry over money from the prior year and that goes in the adjustment column. That's just the way the accounting works. Those aren't transfers. That's carryover from the prior year. >> That's interesting. Um, okay. I also noticed that we had all that money to carry over from last year and we still ended with $10.5 million. just that's a million dollars right there on that just the those four areas I just noted. Um >> you turn to page 20, ma'am. >> Yeah. >> The very top of page 20 is the end of the general fund report. >> Okay. >> You see the adjustment column 518400.
097>> Yeah. That's all leftover money from 2425. The budget transfer that was approved tonight for the textbooks will now increase that number. So you'll see that 518 increase by the budget transfer that was approved tonight. But that 518,400 that is your reserve for incumbrances. You'll see that on several of the reports I provided the board. It's just money from 2425 that had a purchase order that we were unable to complete in time and under the law we're allowed to carry it forward. >> Okay. Thank you for specifying that a little further. So, and then um >> did that also include the payments to the charter schools going up? I guess so. >> That's on page >> 10. I guess I I was under the impression that we had actually budgeted properly or we to you
098know it's a gamble I guess to make sure we cover how many students go to the charter schools each year. >> Right. >> So we have an adjustment a $21,000 adjustment. Is that >> Yeah. There's $21,330 of carryover money from 24 right 2425 for charter schools that we will pay. >> So we fell a little bit short in our projection then. Uh, I don't think we fell short. I think we had I'd have to look back at 2425 to see what transfers, if any, were done for charter schools. What I'm saying is we took $21,330 from last year and moved it into this year because we still haven't paid those bills. >> Well, got it. Thank you. >> Okay. Any other questions? All those in favor of 3D1. >> I motion carries 6. >> Can
099Before we go on, there was July and August I think we didn't approve maybe because it didn't have because we were waiting on the orders report. So we go back and approve those the treasurer's reports. Does anyone else remember that? >> Yes. Okay. >> Right. Um I believe August was incomplete. >> Is it August? >> Well, because the books weren't closed. >> Yeah. Should we get that on for >> I think you're kind of approving it by the fact that you're approving this one tonight because it's cumulative. But you know, if you want to see that. >> Well, it's from last year >> for July and August. >> Oh, from July and August. We just didn't have the it wasn't complete the package that we hadn't had received. >> The books weren't closed. Therefore, you
100couldn't see the format that it's in now. >> Now that the books are closed, >> so you're saying we're inadvertently approving those or Okay. >> Well, I'd have to talk to council about that. The fact that you're approving September, >> perhaps it's implied that July and August are now It doesn't matter. We can get those reports to you so you can see. >> It's more just I just came to mind uh so that we have it up on the website and complete. That's all. >> I'm sorry. Can I just ask a secondary question? Um, I'm not sure if you have this date off hand, but what date were the the books closed? The books that you're talking about? >> Uh, I think we closed the books around the second week of October, right around there.
101And if you look at the dates of the reports, just because the council Sheen is looking at me, it's dated July 1 through September 30th. So that's what you're approving. So, I would take the position that you are approving those months. It doesn't mean we can't give them to you again so that they look cleaner, but these reports contain all of the activity for July, August, and September. Have a motion for agenda items 3 A1 to 3. No, I'm sorry. 3 E1 letter A through 3 E1 letter Q. >> Motion. Second Chris Ner is first. Carol Seahhore is second. Any discussion on these items? All those in favor? >> I. Motion carries. 6. Okay. Have a motion for agenda item 3 F1. >> Lizzie Kretz is first. Second >> Chris Near in a second. Any
102discussion on these items? >> All those in favor? >> I motion carries 6. >> Now we're up to old business. >> Okay. So, under under old business, I just wanted to um ask legal about um well, let me backtrack. We discussed the $10.6 million surplus uh during November 12th, which was the date of the presentation. So, um, I had a couple of questions regarding that and I drafted a memo over to legal and superintendent's aware of that and so is the board of education. Um, so what I'm looking for is a little bit of uh guidance and interpretation specifically. I I had three questions. Uh so John the first question was do surplus funds from the 2425 school district have to be used to offset the tax levy the following year. So that was one.
103Um number two I was looking for a brief overview of real property tax law section 1318 and then I'll I'll reserve my third question for when you're complete. So the first question, do surplus funds have to be used to offset the tax levy? Number two, can you give us a brief overview of real property tax law 1318 and how it applies to AMDville's situation? >> So I I did provide this in a memo to the board. Um I'm fine with discussing it in public if the board is fine with me discussing in public because this is uh privileged uh and confidential disc you know um I would probably give you sort of generic responses. Um if you know if the board is fine with me dis discussing this in public I'm fine with it. I
104just want to make sure that you know I'm not I can't wave any privilege. Board members can't wave any privilege and the the document that I gave you is privilege. >> Well, okay. Go ahead. >> Let's wait for uh these come. >> Yeah. >> Well, well, John, if it makes things any easier, I'm not looking for specific um answers. Just in general terms, surplus funds from the previous year, do they have to be applied to the to a tax levy for the following year? General terms. So in in general terms um education law 1318 provides that uh unexpended surplus funds are applied to the tax levy for the following year. Um surplus funds are defined as uh those funds that exclude those funds that are properly retained in reserve funds. So um just generally uh
105boards of education will adopt uh resolutions at the in June of the year uh that will transfer funds up to a certain amount uh into reserve funds that are in existence at that time. and that provides the board of education uh with an administration with an opportunity to transfer funds uh within a set amount as you're closing out your books. Uh so uh that is uh a typical practice and that way you have um a limit set on your reserve funds and amount transferred. So you're not transferring it above the amount uh that would be overfunding the the reserve. Uh but you have the ability to transfer funds uh when you're closing out your books. Um so that uh any amounts that are properly retained um and uh you keep within your 4% uh for
106the um 4% of the the uh the next school year's budget retained in your unassigned fund balance. Um any amounts in excess of amounts properly retained and the 4% should be offsetting tax. >> Okay. So yeah, and I'm sorry, John, I'm not trying to put you on the spot, but what you're saying is that there is a mechanism to apply unused reserve funds in in excess of 4% to offset the tax levy to perhaps make it a 0% budget-to-budget increase. So um 0% budgettobudget increase um you know that any amounts that are uh that are used to that are returned to a tax levy must be uh returned prior to the setting of the levy. >> Right? So the setting setting of the levy for the next school year. So, uh, for Nassau County, uh,
107August 15th is a date which Nassau County sets its tax levy for the next school year. Um, so any actions you have with respect to, um, returning monies to the the taxpayers have to be done by that point. After after that point, you can no longer um return monies to offset uh reduce the the tax levy for the federal student. So I I just want to make sure I hear you correctly. Did Did the opportunity already pass us >> to to return funds to the taxpayer? Yes, the the opportunities are already >> if >> wait return funds or use the excess funds >> offset it >> as use it as revenue for next year's balanced budget, >> right? to offset the offset to reduce its tax levy for the So, so if I hear you
108correctly, the tax levy cannot be offset because Nassau County has already set their levies back in um in August, right? So, the the tax the tax the Nassau County is uh covered by the administrative code and they levy the taxes. So for Nassau County, you advise taxi, you advise the taxing authority in Nassau County of the amount that you want to levy and the Nassau County levies the taxes on behalf of the school district and that occurs uh in in August. Okay. Um final final question. Are there any, in your opinion, John, um, legal remedies for, uh, a $10.6 million surplus, which I would like to remind everyone that is just about 9% of the budget. I just want to correct that opinion. I just see there was an update. So the tax levy for
109a school district is not final until the fourth Monday of September and now it's okay it's not not August so it's it's the fourth Monday September. So with respect to after that date is final uh then there's no mechanism uh to uh return uh any monies or uh excess funds to the taxpayer after the tax levy has been set un understood. So, it's it seems it seems like I'm it almost seems that we were put in an impossible situation because the books were closed midocctober. The books weren't even closed. >> That's That's not for you to answer, John. Okay. >> We don't have >> Okay. All right. Thank you. Thank you for your opinion. I appreciate it. >> Any other old and new business? Old business. New business. I'm sorry. Not where we're at. Uh,
110new business. >> New business. >> So, I'm sorry. Can I just just because that is like a really upsetting uh >> but the question is >> go ahead. >> Um, I think that we were late to close our books and we should be doing it before October and we're this is my second year and we were still in the middle of November, right? Uh so it's you know we could we have to do better we have to do better >> that would still so so the mechanism that the mechanism that that that typically you use to to address surplus funds right is is the ability is is the resolution that you adopt in June that provide for transfers to reserves within a certain amount. So, it's amount not to exceed a certain amount. So, that
111way as you go through as you close the books, right, you've you've adopted those resolutions in June, which gives you the authority to transfer funds into reserve funds. And when you transfer the funds into reserve funds, uh they're not counted against the 4% limit because they're not they're not considered to be surplus funds. So that mechanism allows you to uh build up your reserves, maintain the 4% uh limit. Um and uh that's that's how you use your reserves uh to maintain your budget, right? in years where you have right so you see looking back at your history you have you have your um budgets going up and down right and you have a fluctuation in the amount you have in your un unassigned fund balance one way of of mitigating that is using your reserves
112right if if you um use if you build up your reserves you have your reserves reserves for those specific categories of funds. And when you have uh years where you're running into operating issues, you can use your reserves to fund those amounts rather than your general fund. So when you have a year where you have um unex unexpended funds, you can move the money into reserves and as you need as you have expenditures that exceed your operating budget, you can use your reserves. And that's one way of using your reserves to mitigate against the the fluctuation in your revenue and expenditures. >> I think also where we're at right now is the fact that as more expenses come in for this particular year, we're we just finished up in in October. So as more things
113come in, even we I know that we ended up with $10 million. Actually, we want to say $8 million. But as things come in, for example, we don't know what's going to happen with um insurance. We were at a 0%. It could come in at a double digit that could affect us. There were different things from negotiations that we have to address. So my for me I want to make sure before we take any action as a board I'll speak for myself before I take any action I want to see really where we are at whether it's from transportation to um I just do the different areas I just my transport that I want to wait to see where everything comes in before I make any decisions about what I'm going to do with with
114anything because there's so many different areas that were addressed to us in the budget. I mean in the presentation that was provided to us that I want to make sure that before I say I want to do this, I want to do that. I want to see actually what we have after we go through October, November, December, um, and then into January. We'll have a better idea exactly where we're at and if we want to move money over to the fund balance, if we want to do this, whatever it's going to be. That's just my opinion in terms of waiting before we take any particular action. >> Well, thank >> Madame President. I just I just want to I'm not, you know, I'm not going to talk about this all night, but in in in
115one of the memos that the New York State School Boards Association provided, and I shared it with the whole board, one of one of the things that says is this. The commissioner ruled in favor of the taxpayer in a lawsuit holding that the school district was not permitted to designate and earmark unexpended money for projected liabilities. So again, um I I just I just want to make sure that I I understand John correctly in this sense. There's with surplus funds, there still is the possibility to use it to offset the tax levy, but the time limit in order to use the mechanism to refund any kind of surplus to taxpayers has passed us. Right? So in in that case, what they were doing, they were they were using journaling to uh to maintain uh this
116this uh money within the budget. Uh and the commissioner said that was that was not appropriate. If you have uh additional monies within the budget, you have to move it into your reserve funds. Um and and that that timing of that has got to be uh carefully timed so that the resolutions are in June and a maximum amount so you can still make the transfers uh over as you're closing out your budget. You can't then retroactively attempt to to transfer those um monies into a reserve fund and and affect the results of your order report. The order report is your order report. And so once you hit that critical date of the date when Nassau County determines the tax levy that >> fourth week in September. >> Yeah. >> at that point your your tax
117levy is set >> and your options with respect to what to do with those monies. >> Understood. Thank you. >> Go ahead. >> May I address something? >> Yes. The books were closed the second or third week of October. A draft audit report was forwarded to the board shortly thereafter. That's fast. That's a fast turnaround. The board asked for the books to be closed quickly this year. We obliged. You know, the timing is what it is, but you know, for the record, you know, we were closed quickly. So can I can I just ask this of you Mr. Schneider? >> If if the books being closed by midocctober is quick, I don't see any situation where this mechanism can ever be used because Nassau County closes the door on on the fourth the fourth Monday
118in September. So the mechanism we had spoken about and I'll articulate it to you so that you understand the importance of it is projections early. So when I'm coming in January, which is early to say this is how I think the 2526 budget is going to end and then I'm going to do it every other month and I'm going to drive central office crazy with projections because we're making decisions based on projections. But if we're getting into May and June and I'm still saying we have money that's going to put us in excess of 4%. We're going to put resolutions on the agenda to fund the reserves and that discussion can be had in May and early June. That's a normal cycle. We were in no position to do that in May and June of
119this year. Not with the numbers that were being shared. >> Right. Well, one one of my concerns is this. I I do understand that for midocctober that's when the books were finally closed down to the penny. But if we knew in July August that we were coming in with a surplus, we we did we didn't in my opinion I don't need to know down to the pen what that surplus is. If we knew that we have uh 8 million $9 million then we can start having that conversation before Nassau County closes. I mean, it's it's all in retrospect at this point, but >> I I believe that there there are controllers opinions, and I'll talk to John, and you could speak to your external order, that they have to be done by June 30th based
120on what really is a projection. You word those resolutions to give the board the flexibility to fund or not to fund and talk about giving back to taxpayers would have to happen at that time based on projections. It's hard to do, not impossible. But in May and June, that information just simply wasn't in the hands of the district during that time period given what was going on in the district. >> Any um new business? >> Yes. Um, see, we just approved all the um inter mural program offerings and believe we don't really do a good job as a district of promoting them and putting that information out there of what's actually available to the kids. And it's good programs that we have that it's either a good offseason activity for kids doing their their sports
121or a gateway for kids to try a new sport or just activities to keep kids busy after school. Um, so I'd like to see if we can get something together for the interal programs and if we can add in like club offerings so we can promote these better. So, thanks for saying that, Chris. I had jotted down some similar notes because I never even knew that it was there last like when my kids were in the buildings. Uh, and I was wondering like we're getting the stipens, but do we even know that it's happening? which that's how I found out prior to being on the board. That's how I found out that there were inter murals because my son found out from other kids. >> So, so you're asking that it gets promoted better? Yeah,
122I'd like if we can get some kind of a a notice together or a booklet with like some >> small description of what the activity is and the schedules that they'll have for it. >> Sure. We can get with our athletic director and make sure the information is circulated and the intramurals are properly promoted. >> Thank you. Just make sure just bring the mic very close to yourself. So bring it. >> I wanted to hopefully we could start implementing and exploring using our mascot tide and start thinking about ideas and what we're going to do with it. Okay. Is that possible? We can put that on the agenda at some point. >> Yes, there have been some internal conversations. We've been meeting with our athletic director about a logo. Um, insignia. We know our cheerleaders,
123they were able to move forward because they needed some insignia to represent. So, that did move forward. Um what has sort of been hovering over is the last conversation that the resolution that was brought on June 4th that stated that the letter A would be the insignia that the district would move forward with in case there was an overturning of the ruling regarding Warrior. So because the board approved that we did not move forward. in the future you know start we could start thinking about I know you know would be nice to use it soon >> we have been discussing it but we cannot move forward >> with >> the uniforms and all >> the image of a logo based on that resolution >> absolutely I >> so we would bring a new resolution >>
124yeah we need to lift that so that we can move forward okay >> I also had that on my notes down here, the Tide logo, and um one of the assistant principles had mentioned the concept of, you know, having the high school art honor society involved with developing some um potential logos or graphics. Um so, I thought that was a nice way to involve the students. Uh I think that I think we've learned from the whole mascot change that the community would want to be involved as well. So figuring out how to involve them in the decision making will be important. Any other new business at this time? Um do we have any questions? We receive any questions at all. So any if there's any committee input, you have just put them on the on
125the card and then that way we can look at the questions. I'm sorry. You're saying for the community to write down their comments? >> We Yes. >> Can they write it after they come to the podium if they haven't written it? >> We have to have something that we could um >> Mhm. >> So, just provide the um at your name. >> Excuse me. We just we we need the we need the the >> You need me to sign the policy that's against the Supreme Court decisions. That's unconstitutional. Is that what you're asking? >> We We need the card that's signed. >> We We need the card with We need you to fill out your name and the question that you have. That's what I'm asking for. >> Yeah. I I'll hand it in. Just
126>> um We need it before We need it beforehand, please. Thank you. >> You need it beforehand. >> Thank you. >> Does it say this in the policy that you need this, you need a card? If the policy doesn't say it, >> we we need we need something with your name on it with the question that I think that that is in the policy. >> It's in the policy. Okay, here you go. >> Thank you. >> Right. The unconstitutional policy. >> Can you just pass the question along, please? >> Okay. A couple of things. I don't tell me if you passed B26 because that was blank. >> I think you passed that and you adopted it. >> Pass the question down, please. B26 says intentionally left blank. I think that you voted on that and
127passed it. I don't believe you pulled that out. >> Oh. Um I guess is intentionally left blank. >> Okay. Sorry, we don't have a question for you. Yeah, >> we we do have the question. So, we got your question. Um and we'll take it from here in terms of um >> No, wait a second. That's an issue that you just passed something that's intentionally left blank. I have your question about 3B26 and >> Okay. I'm sorry. Well, you have to fix that before you leave here today. >> Thank you. >> Because that's an issue. >> We We need We need the question. Whatever question you have, we just need you to >> Okay, Lisa. Okay. >> Um, as far as custodians over time, >> I'm sorry, Miss Kestro. Your time at the mic will be
128done. If you cannot provide us with a question, we we need the question written. So, >> Lisa, I'm speaking. >> Thank you. Excuse me. Either um >> absolutely outrageous. >> Yes, please provide the your your question on >> from two former board members that have extensive knowledge >> at this. >> My question is this. My question I think I wrote surplus on there. First of all, the surplus. When I was on this board of education, we were told there was a $6 million deficit and there was a total hoax that you were going to close the northeast closing. >> Excuse me. Question that we go into executive session legal counsel. >> It's egregious that you raised our taxes when you have a $10.6 6 million surplus to mega for the tax advice from it is
129egregious that you raised our taxes. The teachers did with them. The teachers didn't have >> all those in favor to go in executive session for advice from legal counsel. >> You are this is a non board. your policy is in violation of the constitution and I'll be submitting it to uh the civil of the >> at 10:41 and I have a motion to resend um agenda item 326 please >> motion >> second Chris is first Leslie press is second all those in favor >> I I I motion carries 6 and I have a motion to adjurnn. >> Motion >> second. >> Chris Naran is first. Carol you have a second and it's 10:42. All those in favor? >> I motion carry 6. Thank you for joining us.