001probably forgot. >> Huh? >> Oh my gosh. >> The what? >> I just when I look down. >> You're absolutely right. >> Okay. >> Right. So, you'll let him know. >> All right. >> We're good. >> Sorry, David. >> Can I get a motion to go into work session? >> Motion. >> Second. All in favor? I I so carry. >> All right. So, we're going to start right away with the ENL Celebration of Learning Showcase. Thank you. >> Yes, we do. >> A back seat, huh? >> Look at her. >> You can turn the letter. >> Good evening, Dr. Maloney. Board of Education and cabinet members. Tonight, we are proud to showcase a recap of the English as a New Language, also known as ENL, Family Engagement Celebration of Learning Showcase, held on January 29th.
002This event was a culmination of efforts to bridge the gap between ENL families and the academic heart of the district. Our intention was to increase engagement with our families. Although it is an annual event this year, the ultimate goal was to develop a deeper sense of partnerships with our families and our and other and their students at the middle school level. The belief is if it is established at the intermediate level, it follows through the high school and it may assist students in achieving graduation within four years. Family engagement is a special skill set I honed in my leadership role at my former district and I brought it here to our schools. Using my previous experience in developing successful bilingual outreach program, we wanted to bring the same level the same level of excellence to
003behore. Our vision was to move beyond the basic compliance and move toward a celebration of learning. We wanted to show our families not just what their children are learning, but bringing them up to speed on expectations for their students. We believe here at Beayshore that every student can thrive when supported by a strong, informed community. And so our goal was to showcase development and academic growth for this diverse student body by bringing them together in their native language to increase parent engagement within our schools. However, we couldn't accomplish this task alone. The collaboration set forth by middle school administration, ENL sheltered teachers, staff members from the high school, and clubs like National Junior Honor Society, and the Hello Ambassadors allowed us to execute and include some essential pieces to make the evening successful. Event highlights
004and goals. The evening was structured around three pillars. Understanding expectations, exploring pathways, and showcasing student success. We welcomed our families that included parents, students, and siblings for an evening of connection and clarity. The beginning of the session started in the little theater where we presented in English and Spanish. We spent a significant amount of time reviewing the code of conduct, attendance expectations, and upcoming assessments. Most importantly, in support of one of the middle school goals this year, we spent some time discussing the importance of being a responsible digital citizen in our onetoone technology environment. Later on, we ushered our families into the cafeteria where we showcased STEM labs and an array of student projects in the core subject areas. The event was student centered. We provided parents with information on available clubs, extracurricular activities, STEM,
005arts, and leadership programs. Parents had the opportunity to sit with the middle school and high school ENL teachers to sign up for Iampus and Parents Square. Our families were provided with information on intercolastic sports for their students and the registration process. We partnered with one of the high school coaches to train parents on how to use the Arbiter sports registration platform. Our goal during this segment was to bridge the communication gap within the ENL community and for our families to know that their children have a place in every facet at Beayshore. In this slide, you notice two embedded slides that were presented to our families that night. The one slide to the to your left um represents the clubs and activity schedule in Spanish and the one to your right represents the sports available to
006students throughout the seasons and the information regarding the registration process. This slide that you see up there represents the clubs and activities schedule that was presented to our families in English that night. Students also have full visibility access to this schedule as they walk through the middle school each day and it is posted throughout the building. In this slide is a better view of the clubs and activities schedule in Spanish that was also presented to our parents that night. It is our belief that attending extracurricular activities after school can foster growth and language development al among our ENL students. We also presented parents with multiple ways to stay connected with us and so we created a slide for parents to have communication at their fingertips. This these embedded QR codes provide immediate access to our
007district website parent square and the arbiter sports registration platform. We also wanted to inform and introduce our families to the parent faculty association also known as the PFA and remind them of the upcoming schedule meeting this week. A day in the life of a newcomer. We partnered with teachers, Miss Kuso and Miss Giuliani, the Hello Ambassadors and club adviserss along with student leaders of this organization to present a day in the life of a newcomer, sharing firsthand how they assist new families acclimate to the school community. They concluded with a custommade video tour of the school demonstrating their commitment to ensuring a smooth transition for each student that walks through these stores of middle of the of Beayshore Middle School. The Hello Ambassadors Club is in its second year of existence and it's gaining momentum.
008It is a student-led organization that disseminates information for students to go home and talk to their parents about. And now the fun part. This is a small snippet of the video our student leaders created and presented that night. Uh this is the main office the the heart of the school. You can came here for attended live with the principal live community and culture. We definitely showcased that that night. We recognized that the majority of the invited families were Spanish-sp speakaking. And so we selected a venue of authentic Spanish cuisine from the famous behra deli over at Readington Street to foster a welcoming environment that National Junior Honor Society served as greeters, ushers, and food servers. It has been my experience that when you feed people good food, you achieve a high level of participation. Perhaps
009next time we can include some kumbia, some salsa music as a background. I'm already looking into next year and perhaps even bring a salsa band or maybe providing providing some dance lessons to our families. I think would be very appreciated by them. Impact and next steps. Hosting a special event like this one was truly a wonderful experience here at Beayshore. We doubled the number of participants from last year. The feedback from families that night was overwhelmingly positive. Having administrators, teachers, students, and other staff present created a sense of belonging for our families. We used the time to ensure parents that they had the opportunity to sign up for parent square and the flexibility to ask questions about how to navigate I campus. We believe digital equity is a priority and it starts with parent access.
010Looking ahead, our families are better prepared now for the upcoming New Year state assessments and NY slide exams. You see, when we host events like this one, we're not just educating students, but we're empowering our families to become partners in their child's education. We accomplished our goal by utilizing a community centered environment to encourage active family participation at the secondary level here at Beayshore. We look forward to expanding our ENL outreach in future years. To end, I want to thank the board of education, Dr. Maloney, members of the cabinet, and Patricia Rogers for allowing me the opportunity to present a topic that lives very close to my heart. Thank you everyone. >> Thank you. I got to tell you the uh I work in a bilingual atmosphere for lack of a better word and the
011uh ability or the uh likelihood of there being misunderstanding between people when they don't speak the same language. That can cause all sorts of miscommunication, misinformation, misbeliefs, fear, anger. It's uh It's incredible and what you're doing right now is so important. So it's uh >> Thank you. >> You got to keep this up. Expand if possible. >> Said I have all these ideas. I have my 3 a.m. thoughts. >> You got to keep it up. You got to you have to expand it if anything >> people have to be comfortable coming into the school. Family has to be comfortable coming into the school. >> Absolutely. I agree with you 100%. >> So I know you said the majority was Spanish speaking. How was the turnout overall? Uh the majority like I said the majority we
012had we doubled the numbers from last year. Um the majority was still Spanish speaking and anyone that you know came in I think we had maybe like one or two families. >> We had we had a couple Chinese families there. We had a Polish family there and we had a Russian family there. >> Yes. Russian Turkish. >> Yes. And so presenting them in both languages definitely you know helped them as well. no matter what like the fall off of parental involvement into middle school and into high school occurs naturally with whatever language you speak. So to keep it present and relevant is is is great. I think we do an excellent job at it as at the elementary school already. So this is really a great next step. It's it's great. >> My wish is
013to grow it >> into the high school and and just be there. And that was the goal honestly of really honing in on the middle school this year because um with the success of the global program of the high school we kind of we knew that we wanted to dial that back. So we brought it into the middle school now that's gained so much momentum and it will continue to increase once the teachers I mean that video was right so teachers took them around the building and um they really highlight it was long but um yeah and we're also looking handheld translators. >> Yeah. Yeah. >> That can actually do it in real time. So that probably just um I'm in the process of ordering five or six of them so that we could try
014them out to see how viable they are. They're expensive but you know it would be it would be good for at least building >> office >> for sure. >> I don't know if this is really a question for you for you guys. Um Parent Square, you can translate that to different languages, right? >> Yeah. So, basically when um when the parents sign up, they can sign up in their native language. >> Okay. >> And then although we're we're releasing the information in English, when they receive it is in the language that they actually um selected and then they respond in their native language and then we receive it back in English. >> Have we got any feedback on on the translation of it? Um I would say accuracy, dialect, different like anybody any negative feedback.
015Okay. >> Okay. That's good. >> Especially in this kind of majority of our parents. >> Yeah. Okay. >> Is that AI generated the the translation? How is that working? >> I don't know. >> That's a Google question. He's more techy than I am. >> No, I don't know. >> I don't know the details. Pass it over to you, Rob, but I >> Yeah, I don't know the details, but typically, you know, like a Google translate is probably something similar to that. So, it is probably automatic. I would just think it's happening if it's happening in real time like that it has to be. But I >> I would just think that as the technology has gotten better and AI exists now that that it's probably very accurate now I don't think. Yeah. >> Yeah. I
016know it has its limitations. >> The only things it won't account for is different regional >> dialogue. Have you um have you heard from like from the teachers that facilitate um different clubs if if they've seen an uptick like like did it work to get them more excited and more involved? It's been a couple months. silly. >> Well, so what I can tell you is this. Um, on my days at the middle school when I'm there probably close to 5:00 that school, you would think that it was a regular day because everyone's involved in something going on there. So, I think that, you know, them being involved and, you know, having this opportunity and all these different clubs and there's just just an immense there's no way that your child can go home every day,
017you know, without visiting with nothing to do. >> It's amazing. So, >> and I I love that you guys are working so hard to involve our entire community. I think that's so important. >> Yeah. Love it. >> That's what drives success. You know, the kids want to feel like they're part of it. It's not just about joining a team. It's about becoming part of the fabric of the community, you know, and when they feel comfortable and they feel that excitement and they feel like there's a sense of belonging, they're going to perform. >> And some of them don't even want to go home. All right. Thank you for the time. Thank you so much. All right, Rob, you always get to follow the really nice, you know, things. We have some um course >> back
018up today, though. >> I know. New course requests, Mr. Pashkin and Mr. uh >> M for this one. >> So, we just have a quick an update >> joining me. >> No, I'm I'm >> Wow. >> Easy. Easy. >> Listen, this is your appearance. You don't want to be kicked out now. Take it easy. >> We're going to start with the stock trading. No, >> we're going to start with the stock trading um and investments course. We have two course proposals tonight and they're both, I think, excellent and expanding our offerings in business. So, this is something that we've asked Mr. Menz to work on throughout the years. He's brought in a lot of great courses and I think these two additional ones, they're kind of in different facets, uh but they they both I
019think will be beneficial for our students. So, the one that you're receiving is you have both of these. This is a slight update to the first one. So, you can just pass that around. It's just a slight uh adjustment to it, but I'm going to turn it over to Mr. Mens to talk a little bit about the first course, which again is stock trading and investments, and it's something that I know Dr. Maloney has been very interested in bringing to the district. >> We'll get that back up in a second. >> While Mr. Men is doing that, I'll I'll get that. >> Everybody likes money. We want to make sure. So, let me just start by saying it's nothing makes me happier than when I'm someone comes in, a teacher comes in and they are
020kind of driving the idea because they're excited about it. And that's what happened with both of these courses. Um, for the stock trading course, uh, Jeff Manowsky, one of our high school math teachers, and I have been discussing it for some time. So, he did a lot of the leg work and the research. Um, not a lot of schools are offering something like this. I think COMAC, I've reached out to them. I'm waiting to hear from them. hoping to do a visit with Jeff in the near future. Um, and we're still working on a platform, a digital platform that of course meets kind of the ED2D compliance and all that great stuff. So, um, not as easy to find that easy, uh, either, but we're investigating some of them now. So, um, you see the
021topics there. It's just another option. This would be through the math department. Um, another option for mostly seniors. Um, and it would be, you know, at no cost. We would kind of probably just supplement it the first year. We would, uh, swap it out for one of our applied two classes. Um, and we would pitch it to some of our applied one kids and some of our math 12 kids, uh, and some of the other sections that are out there. The prerequisite was what the change was on your form. Originally, we had on there intermediate algebra or algebra 2, and we change it to previous three credits in math. So it doesn't become a place where they're trying to get that third credit and we're sticking the wrong kind of kids in there. There is
022still some higher level exponential growth kind of things uh in that course. So you do need some solid foundation. >> So you wouldn't have to take any courses out. How does this fit in? >> Correct. >> It's an elective math course. >> It's a it's like an elective math course. Yes. With some prerequisite kind of piece. >> So how many students would have to enroll to run it? >> Uh I guess we would see what kind of kitten numbers we could get. And currently, you know, we're in that 20 range. So, that's obviously the goal. I don't know what it would be like the first year. It's a little late. If we don't make that number, there's no harm in pushing it off and kind of, you know, doing a better pitch for it, right?
023>> It is kind of late. So, um, we're open to that. We're flexible. >> And it's, like you said, I guess depending how many students sign up and what they don't sign up for would really dictate the class that gets dropped. >> It's also a singleton. It would be a singleton at this point, which makes scheduling a little tricky. It has to kind of fit in your schedule with everything else. So that that plays a role in this also. So we we really have to see. I spoke to Michelle Garrett to see can we get it in for September. I spoke to Lou Balsamo. It's not a problem if we decide to go that route if we're not able to get the right amount of kids. It's always something we we have for the future.
024So >> and then as far as like the course description in the six modules, are the modules like predetermined, pre-made by us? Were they somewhere based on the research that Jeff did? He's he also teaches a class not similar to this but a math class at NASA. So he has some connections over there too uh to get some of the ideas of the topics that are being offered. It's a combination of what's listed there. Some of them are kind of combined in units. So it's a combination of those. >> Right. But does he have a scope in sequence or I mean I don't want to just be like always willy >> no no no yes of course. >> I'd love to see the scope in sequence. >> Would you like guest speakers like meet the
025traders and all that kind of stuff like people I mean we have people in Bayore. We had a guy sit and I believe he's in your class right Duncan. Is it what's his name? He sat on he sat on the exchange. >> So can meet her out. >> Yeah. Yeah. >> Yeah. Definitely a possibility. It's got to be booked way in advance because with Mrs. Cop's high security features, it's it takes a little bit to get somebody in here. So we have to make sure they're fingerprinted. >> Charlie Flood actually worked on the floor. He was a tra. >> There's a lot there's a lot of people I think a lot of the town would like to be involved with with a course like that. There's a ton of people that are finance people >>
026and and they would like the kids >> in the community. >> I think it' be a nice interactive. Yeah. >> Yeah. I definitely want to see >> Yeah. >> Like what that Yeah. A little more extensive what that looks like. I might want to sit in on them. Just saying. >> Okay. No real money. >> Just keep in mind again when we're when it's a good question you asked because typically what is the course that's going to go be replaced because of it. But you know ideally you have kids who are selecting this over a different math >> right >> elective. So hopefully no one has a a scenario where they're they're left out. Plus it's math so it's going to be a priority. So we're going to make sure they get into one of
027>> and one math class could have two sections and now maybe only needs one section because this is taking the other >> section Mr. Rud the Rut School of Business School. >> It was exactly what we had. We did have it. >> Well, and this is real life. You could I mean >> Yeah. Great stuff. Both of them. >> Depending on how well it's taught. >> You'll send that like >> we can send that. Yeah. like we've done before, we can share like a more extensive scope and see with some additional information. >> I think Lincoln are definitely into this and I think it's interesting different. >> And then we'll go right into the second one. Uh AP cyber security. Again, Mike Msino. Uh I don't know how well you guys know Mike Msino, but
028we're going to need to clone him because he does all the AP computer science, computer science principles. Um he's got a ton of kids. He does the gaming club. Um, I I really I need more of Mike Msino. So, he he brought this to me. I don't know how I'm going to schedule it for him, but we'll figure something out. Um, it's an AP course, which makes life a little easier because they kind of provide everything. So, there is some leg work that we're starting on the AP course, college board side of things. Uh, we have to go through a procedure on that side of things to get it approved to offer through AP, but um, obviously we have to get it approved through you guys first. So, we're starting kind of the process simultaneously
029>> and Mr. Benelli has I'm just it's coming down but you can see they prepare it's 169 pages I think of the course guide so I just printed it because it's only available that way. So >> you didn't expect me to get anything out >> check on that but >> it would be their materials and their obviously exams and everything else. >> So not sure how it's going to fit in either >> into the schedule. >> Yeah. >> No. >> Okay. Um, also an elective >> business. >> Yes, a business elective. Another >> got a lot of interest in this because this has been one of the the jobs when you look out. Uh, >> yeah. I mean, our biggest problem is going to be we're not going to be able to offer it to
030enough kids. >> Yeah. Yeah, I would guess. >> If I'm being honest, that's that's going to be what the issue is. >> Interesting. Like this says equivalent to a one semester college experience. Is that something that we have like the AP stats, you get three credits on. Could we hook it up with a college and >> possibly offer credit? Yeah, I would have to see what colleges offer that and if they weren't >> like some kind of cyber security. >> Yeah, that's not an issue >> because I mean that was beneficial probably to a bunch of kids to get those credits. >> Mhm. >> Yeah. >> I mean, if they stay in that field and they go to a school that's offering that, then they could obviously get the AP credit if they sign if
031they score high enough on the exam. >> Um, but if we can link it with a university we're already doing business with, that's another >> Yeah, it's very cool. And then that transfers no matter where they go. Like if you link it to Suffach, >> if you get a college credit for it. Yeah. If you're going to stay in the Sunni and you get a SuffK credit, then usually transfer. >> It doesn't matter. Suffach went to my daughter went to Charleston. She got three credits for AP stats in Charleston. So >> yeah, nothing's a guarantee, I guess. Right. >> Well, it depends on what again if you're majoring in that school, you know, and that's your major, then they may say, "That's great. We'll take it as elective credit, but you still got to take
032something else." But typically if it's coming directly from the school and and there's a >> credit they'll take a lot of times the credit it's where it's applied. >> Yeah, it does. You know, this is what uh the state has been focusing on a lot with with uh dual enrollment is that there's so many different options for kids. It's hard for parents to navigate all that because you also don't want to be paying for something that's not going to then actually be accepted, right? So, is a little bit of a strategy involved with that, but it's smart to at least look into it to try to find and see if there's a um and I'm I'm sure there is because I know we went and visited Stonybrook and they were telling us about their whole
033process. So, I can imagine that there would definitely be some partnerships. >> Do you know if this is offered in other high schools around in the area? >> Uh I I I'm not sure. I would only assume because it's offered through college board >> that other people are offering it. I can get I can get >> it's not a course I've heard a lot about from other districts. >> I don't know how new it is to be honest with you. >> I think it's I think it's relatively good. >> So I I definitely >> I don't know. We're having some uh >> with this because it has um >> I'd like to take this >> for this as well as the other one >> the materials and stuff like if we're going to run it
034for next year are there AP materials that >> so for AP uh I don't know if you remember I think last year we did AP pre-calculus >> the textbook has to sit in the library for a certain number of days there has to be parents that read it there's a whole form that has to be signed off on it so the same >> what if no parent goes in and reads it >> that's fine it has to be available >> aren't doing a good enough job making relationships with their parents. We haven't had that issue. >> Okay. And this the first course, are there material? Is there material? Um, >> there will be. We're still kind of figuring that out. >> Okay. >> Good. Two good courses. >> Good. Very good. Thank you. >> All
035right. We'll get you those other things. >> Thanks. >> Good seeing you guys. >> Thank you. >> We'll see you tomorrow. See you tomorrow. >> Yeah. See you tomorrow. >> Alrighty. Now for the real show. Oh, I'm sorry. Patricia is also I just want to tell you guys being recognized by cast administrator of the year. >> Thank you for letting us know. >> That was in the Friday letter. >> Yes, it was. >> It was. >> Okay. >> All right. >> Got to got to read deep >> all the way in. Okay. Budget work session number four. We are We are getting there. We're going to start tonight with Boseies. Uh we already talked about this a little bit. Last time our Boseies bills are escalating um rather quickly. Um but we have we we
036have uh we have a number of children attending Boseies. Now again, um, so it's pretty much all special ed, but as we discussed in budget work session number three, I took a million dollars out of special ed tuition other and I moved it into BOSIES, right? So this already came from money that we had. That's the only difference. I moved a little from a couple different codes into a couple other codes, some codes that are coming up short. Uh, but this is tight. This is this is going to be tight for next year. Um we're going to have to work very hard next year to control expenditures across the board. Next, we have general support. Um this is basically district office, right? So, and I put lines separating them. Uh you've got the board codes,
037uh district clerk codes, superintendent codes, business office, treasurer, uh HR, uh community relations, and then um just some association dues down at the bottom. These so no change to any of these codes. We are although expenditures fluctuate a little bit, they've been a little high in the last couple of years, we should be pretty much on target again. though everything across the board a lot of things are getting getting a little tight but I didn't add any additional money to this. Remember when we walked out last after the last budget session I said I had about $2.6 million left and I know exactly where it's got to go. Uh so I know that we're going to have to work very hard to hold the line. I didn't have money to put there anyway. Next is
038Buildings and grounds. I mean, we have Joe and I have been working really hard to get the facilities in really good shape. Uh, anticipating that he's going to be going. So, we've really been aggressive and in the last couple years, we have thrown some surplus into some projects. Uh, and he also I also put a a big uh a big increase into buildings and grounds in 23 23 24. So I am holding the line there. Actually we backed it down a little bit. All right. The money that came out was came out of the electric code and it went into debt service for the EPC, right? Because that's how the EPC works. We'll start saving money on electric, but we have to pay back the debt service. So I didn't reduce the code other than
039moving uh moving money into the EPC. and I actually did that last year even though we didn't complete the EPC. Um, but that's the difference between 2425 and 2526. >> I must say, Moren, that the stuff that you bought for the buildings and grounds, it showed that it was the correct stuff because we did not have to go sub out. We had everything here to remove snow to do things. We had all the right stuff, including a payloader, including all the stuff that we need that we usually have to go spend thousands of dollars to bring people to do it and our guys did it all because you provided them with the right stuff. So, >> we're it's impressive. >> Yeah, the guys are great. They really they do a phenomenal job and we will
040get money back on um salaries and overtime from FEMA because of the state of the state of emergency. >> So, we will be filing. We're already tracking all of that. >> Oh, sorry. General support buildings and grounds. All right. Business office. When I say business office, these are not really business office codes. These are codes. the business office was really included in general support. Um these are codes that are controlled by the business office which is why you see you know again if we look if we go back to our anatomy of an account code and you have your fund your function your object and your location this location 34 you can see that it's 34 all the way down and the business office controls the 34 codes uh which is why I have business
041office at the top but these really aren't funds allocated to the business office. Um they're allocated to a number of diff different things across the budget, but they're largely controlled by the business office. I did put a little bit of money in here under tuition and charter school tuition. We do have >> circled that. >> Yeah, we have a number of students uh now attending uh one of the charter schools. Um so which we never had prior to maybe two years ago. >> Yeah, that's increased. So that growth is number of students not increase in tuition. >> Number of students. >> Yeah. So of the 2.6 million that I had to allocate at the end of budget session three 100,000 went there. Instructional services uh no increase to the budget. I mean they're staying well
042within budget. We did move a few things around internally based on conversations Lua and I had about um PD and how what she anticipates PD looking like over the course of the next few years and some codes I've been running low, some codes I've been running high. So I moved some monies around um based on what her uh what she's projecting for the next couple of years, but it didn't change the total in the codes and they come in well within well within budget. And then employee benefits. >> Oh, Rob, it's stuck. >> There you go. >> Yeah. >> So, >> there you go. That way. >> Okay. >> They have it. >> Yeah, they have it. Uh, so employee benefits. Um, we are employee benefits were not terrible. My two categories that were are
043really really getting tight are uh FICA and Medicare now, Social Security and Medicare. So I took 500,000 of our 2.6. 500,000 went here into FICA Medicare. Um and I did some uh redistribution between ERS and TRS. ERS rates are going up. TRS rates are going down. Um, but overall I think that the budget should hold there with just a little bit of redistribution. Thanks. And that is it for that. Joe and I did a little bit of work and I'm not really going to go through this, but we did a little bit of work on the five-year plan. We had presented this once already. We continue to work on it. I tried to make it a little bit more understandable as you look at it. Um, I took out some I took all the EPC
044stuff off, so it's no longer on here. Anything in blue that is crossed out means that the money has been in a prior year transfer to capital and the money is sitting there waiting for us to commence work. Anything that says capital in green that is not crossed out is something for consideration next year for our transfer to capital where we still have 7.5 million in transfer to capital or for uh years after that. Although I would I do anticipate beginning to pull that transfer to capital down. >> So the renovations that were discussed at the middle school last meeting had already been earmarked. Is that what you're saying? >> Special education. Yes. at the middle school. >> That's this year 2526 transfer to capital was already out >> with that. We took a walk
045through, you know, I I told you guys I'd walk through and look with everybody. We went with uh Stephen, Joe Adowski, Mr. Pashkin, and Mr. >> Mr. Duban and uh and we we walk through it and they'll look at the home rooms and how big they are and and the IT rooms and the other thing. So, what they're doing is very good because they're movable walls. They've taken down all the side walls and they're very big spaces. The uh the homec room where it's going to be taken out is going to be like state-of-the-art for special education and it really is needed. We all know it, but uh for them to be dedicated on that back side of that wing on the second floor is going to be pretty good. So, it looks like everything's
046in the right order and uh we're on target for a lot of good stuff. So, it should be done by the start of next year. >> And it's a lot of you know as you walk through it and even like some of the old science rooms the prep rooms got there all clear them all out everything's going to be all done >> it's pretty neat >> it'll be amazing for special >> and they're pretty easy renovations that's phase one at the middle school phase two at the middle school is going to be a little bit more complicated >> yeah that's going to be a little bit tougher but phase one's actually pretty easy so we'll get through that over the summer without much >> phase two is renovating the tech rooms downstairs and building out
047new home and careers uh and upgrading the tech rooms. That's going to be a little bit more challenging. >> That's open summer, >> more involved. That's will be the next summer. Yes. So, we're going we're just starting to plan and design that now. Uh and we'll be living in retrofitted spaces for a year, which will be interesting. Rob actually has been doing that for me. He has been running that committee. He's done an outstanding job over there because it is taking some realigning of curriculum and so some forward thinking about what we need as he presented to you last week, but he's been handling the construction meetings and doing all of that for me. He's doing great. Um, okay. So, really there really weren't changes here other than pulling out the EPC and trying to
048reorder it just to make it a little bit easier to read. I don't know if it did or not, but um, beyond that. So well you can see so if we go to the last page so uh the number for all buildings 42707 we have 13 million of that already put aside right that's the blue with the line through it I need about another 8.5 million for what's on here in transfer to capital again this year right now we have seven and a half million built into transfer to capital so we're looking pretty good I'm going to really try to have everything done for you. Um, that brings us to $20 million. And then if you take off all the projects that I consider low priority projects that may never get done, I mean, there
049really there really isn't anything in low priority that you need to do. They're things that it would be nice. We might like to do them, but none of them are really necessary. That pulls another 17 almost 18 million off. So, you're looking at under $3 million in projects being funded, multiple projects being funded by the general fund. So, your facilities are in pretty good shape. Really looking pretty good. >> When are the cornises being done? >> Cornises are on page one, >> right? >> Um, blue crossed out complete repair of cornice lead base. So, we're still looking at that and talking about what we're going to do because we still have the shipo problem uh with that one. What problem? >> So this building we have to well with anything when you go through your
050secret process you have to reach out to any of the other state agencies that might be interested in the fact that you're doing construction and you have to make them aware of what it is that you plan to do. So we reached out on that issue and because this is you know a building with some historical significance they would like us to replace the cornises with materials in kind. I say to that um don't you know because otherwise you'll just be replacing it again. I mean obviously you wouldn't put lead paint on it. You'd put regular paint but still >> got to be old. It's got to be all five pan. >> It's got to be all that right. It's got to it's got to be something that's going to last 100 years. If you're
051going to do it, you're going to go to the expense. So, but I can't So, I I probably can't do it out of transfer to capital as an aidable capital project. So, we are looking at because when we did the first piece, we got the the molds. Uh we're talking about doing it ourselves, having our own guys do it. Um but that's a >> that's a big challenge. >> They could do it. They're very talented. Comes in nice stocks. And BBS has you, they had already designed it because it was supposed to be transferred to capital. They included their their number is higher than my number, but they included some roofing in there. They included some window replacement in there. If we go back to just strictly the cornises, um, and we schedule it properly,
052we may be able to get it done ourselves. That's what that's what we're hoping to do. Otherwise, I don't I can't see the point in spending all that money and doing it with wood. >> Would just look nice. Yes, it would. I agree. Okay, so here's your summary. So, we have, like I said, this is the end of presentation four. Um, so all that we have left are salaries in presentation five at our next meeting. And as you can, as I said at the end of last budget session three, I had 2.6 left to allocate. We allocated 600,000 between these codes. I have 2 million left to allocate. That will all go into salaries at the next meeting and budget will basically be balanced. We'll be we'll be pretty much done getting close. Now I
053also because I have a little time started working I know Miss Cop is really really interested in this every year. Um I started working on uh elementary enrollment and sections. So this is your first glimpse at this but this will be updated a couple months from now toward the end of the year. Right now we are looking at exactly the same number of sections. Um but if so if you go down to the bottom and you look where you see 2627 which is kind of orange right and you'll see the total number of students estimated to be enrolled total number of sections estimated and then class size. So you can see the class size just projected for next year. You can see that it's very low across the board. Very very very low. I mean
054I could easily pull five six sections out of here. So >> numbers would go way up >> and no they wouldn't go way up. They would go up but they wouldn't go way up. >> Um >> what what do you think the you know you look at like just say Brooke kindergarten last year becomes you know first grade next year. Are they all even or did you account for like a loss like I'm just because the numbers some of them are lower are >> on here on here they're all even. When we're looking at at sections they're all even. I do do um I do that based on historical trends. That's cohort survival. I do that separately on a different sheet that I don't generally share. >> Okay. >> Um but I also and I
055also track live birth rates and things like that. We're in a lull right now. These are still we're still in a COVID lull, you know, where we had those few years where people didn't want to have babies and like enrollment is down right now, but it's it's about to start going up because live birth rates in Suffach County all of a sudden exploded. >> Okay. >> A few years after CO. So, >> class size looks good. Anything that's high is going to do language with those two teachers. >> Yes. Very good. Yes. Thank you. And I gave you two different sheets so you can look at it two different ways. And that's it. That's where we're at in the budget and we're getting ready to wrap it up. >> Perfect. Thank you. And we have
056a couple more things for the evening. One is uh they're all policy reviews and these are all first reads. >> Y >> um so you want to start with the naming? >> Yes, I have the one >> naming the facilities. So we have recently had a couple of requests uh in this regard. Actually very different requests. one a naming of a facility, one a naming of an item, one a dedication. And in uh early conversations, the board had asked that this policy be revised um to include criteria, which is a really good thing to do. Prior to this, it was about a paragraph long and it was very very vague. So now we've put a lot of detail in here. Um I've addressed a couple of things that, you know, we've talked about briefly in
057previewing this. Um, in paragraph three, the very last sentence, this is something that has come up repeatedly. Uh, for employees, a minimum break in service of 5 years after retirement will be required prior to consideration for a memorial plaque. So, I added that in. >> Where is that? >> Paragraph three, lessons. That's an ongoing issue. And then paragraph five, the second sentence. Um, so the superintendent will appoint a committee once a request is received. The that committee will thoroughly review the request and may at their discretion solicit input from stakeholders. Uh, so we added that in as well from the last time that we looked at it. And I think >> second was paragraph five. You said >> paragraph five sentence two >> section five section five >> sentence two >> and may at their
058discretion solicit input from stakeholders. >> Um so I think those were the things that I was asked to give additional consideration to which I have. So I think it's pretty tight now. I think it's looking pretty good. Um if there are any other changes, anything else you wish we didn't do a red line on this because it was such a substantive change. I mean, it was really just completely rewritten. If there's anything else that you need, please don't hesitate to reach out. I'm more than happy to adjust it again before the second read. >> All righty. And then we have two additional board policies and Guy is going to review those. >> Y, can I just >> It just It just dawned on me. >> So, when we did the Armory, >> wasn't he still
059in office? But the name >> when Johnson >> did the armory >> No, he was already gone. Yeah, >> he had passed already, >> I believe. So, >> cuz I know he's instrumental in getting that because this says that, you know, it would be with the 5-year period. Um, >> that's much longer than >> No, no, no. But but but also it I think there's something in this as I recall associated with not in office or currently not in office. >> Currently not in office. Yeah. I would say we picked up the army 2004 >> six seven >> seven or eight >> and he was already retired >> by the time >> and dead. >> We got to we got to 16. >> Yeah. >> About eight years. >> Yeah. It was a while. It
060sat there for a while while we were doing some remediation and working on the land and >> uh quite a bit of time >> and Owen died in 2014. >> Yeah. >> Okay. >> So, and we dedicated the building in naming. >> Yeah. >> Electric officials currently in office, but at that point this wasn't the policy. >> I know, but I'm just wondering if we need to modify the policy. That's why I'm bringing it up. >> Yeah. Yeah. to to in that event that somebody like what Owen did because if we had acquired it um and actually taken it over and named it that much sooner that would have been a terrible thing to not be able to do. >> Well, the way that it's worded in the policy, it says four employees minimum break.
061>> Yeah. I I misdirected you. >> Okay. >> I'm not talking about the the employees. I'm talking about a um >> it's an elected official. >> Yeah. I >> he was he was not still in office >> because it just says it uses the word prohibited. I remember when I read it the other night, it just came back to me. >> Yeah. Yeah. >> Um I I just don't know. >> I don't know. Maybe we could word smith that a little bit because >> I agree with you that overall we don't want to do it for >> current people, >> but but there we might want to have an exception to that. >> I I I'll think about it a little bit. >> Okay. And maybe we can think about how what kind of workound
062is and when their term is up and stuff because honestly if you think about it, it really shouldn't be while somebody is in office. >> It just it just signifies something that we do not want to signify. So maybe the recognition for them does not occur till they leave office. >> I I don't disagree. I just his name popped into my head when I was reading it. So >> I'm trying Did we ever officially do anything? >> We did. We did say we were going to do something. We said we were going to do something and Gordon has followed up a couple times, but I don't think we've done anything. >> I thought we named the wing. >> We That's what we discussed, but I don't know that we've ever done it. I don't think
063we did a plaque. I don't think we ever memorialized it. >> I think we did. >> Did we name Did we name the wing? The one the first wing. >> I think there was a >> It wasn't the building. It was some portion of >> It was the left portion of the building. >> It was where the garage was. Where the classrooms were? >> Across from the principal. >> I don't think we did it. I think it was. >> We should probably follow up. >> I mean, he was he was the guy was he was lights out. >> He was instrumental in getting the legislation. >> Oh my god. So, here's the thing. >> A lot of, you know, especially things that we we lean on legislative people on a regular basis and they're going
064to be legislative people that are influential in assisting us in doing things. >> And I think that while they're in office, that's part of their job. That's part of their responsibility is to do that. I'm not saying he shouldn't get recognized, but I don't think they should be recognized while they're in office. I don't want to take that out. I think while they're in office, their responsibility is to their constituents and we are a constituent and if legislative they assisted us in securing the building or doing things for the building, that's part of their responsibility as an elected official. >> So, I I hear what you're saying, but it and since it h might not have happened yet, so we did it. Okay. I think this I think that keeping that prohibited in there I
065think is important because otherwise if you do it and you recognize someone who's in office >> it's like you're recognizing whether it be a certain party a certain person it sounds like then if they want to run again like sounds like we're endorsing them and you don't want to do that. >> I agree. >> And and there's another name that just popped into mind Jerry Burk. >> We did that while he was still in office. >> We did. So this is a good thing then that it says that >> of course he was not an employee >> but he was an elected official and this policy as >> that's why I'm saying as written. We just might want to word smith it in a way that allows us >> a slight bit of flexibility. That's
066all. >> Yeah I see. I understand. Okay. >> Okay. Um, the next policy is the board member training and Guy is going to go over that. >> Well, you all received the uh the highlighted portions of what was going to going to go in, but the only thing I I um I was wanted to look at was the optional language for board officer training on the bottom, you know, like new new elected stuff and all that stuff. I mean, how much we we're doing all the training himself. you have to be trained. But I mean, as far as going to uh we're going to mandate all those trainings uh to go to conferences and all that kind of stuff. >> Well, that's not what it says. It says that the board president, vice president, one
067newly elected will complete at least one training on the duties, roles, and responsibilities of school board officers. We've been on a number of years. Even though we rotate, >> we will do it. >> We no people, it could be 10 years since you've done it. >> 20 years. So if it's if we rotate the way we rotate it's that once every five years you're going to take a course on duties, roles and responsibilities which may in fact change may spark your um memory of something and that's worth discussing. I don't that's one course one training. >> Well >> we ask teachers to do the same training. We ask teachers to do the same GNC training every year. >> Problem with doing what said they have >> Let me just finish something. I'm sorry. I I
068thought every year a teacher does a whole list of mandated trainings every single year. And they're going to say, "Oh, well, I did that training last year. I don't need it this year." >> It's it's ongoing learning and training. Maybe you think of something you didn't think of before. You want to share something. I I think it's this is I that's not something I would take out. >> I think we just need to clarify. Go ahead, Lou. I'm sorry. jump in. >> And I don't disagree with the doing the training necessarily, but I'm not sure how much new stuff you learn from the training based on the course that I just took. >> And if it's optional language to go into what's supposed to be a regulation, uh, I just assume leave it out. We
069can do it on our own without it being dictated. Just my knee-jerk on it. So I would ask um this is this policy maybe Caitlyn give us >> that's included standard right that particular part >> the top so the >> the standard trans the bottom in yellow are new notes those are all optional language >> but they came from New York state >> yes >> okay so that's their recommendation and it does it says shall determine the participation by in training by a majority vote. Um and and it how you do that. It could be an online >> course. >> There's there's a lot of online webinars and and a lot of them are free too, >> right? And it you know like maybe it's complete at least one training. Maybe it's not duties, roles,
070and responsibilities, but >> one training when you're president and vice president. So once every five years or once every four because we rotate. You take one training. Everybody who has a job continues to take ongoing training and and you say nothing has changed. You wouldn't know unless you attended. And even if it doesn't change, it's just staying up on things. We can't ask people to do the ongoing training and then not say we're not going to do the same. >> Yeah, we can do it. You just don't have to put it into a regulation. >> I I disagree. Well, and it doesn't have to be a NSBA thing. It can be I mean NASA SUFFK offers a bunch of stuff every year and you know there's a lot of or we could bring you know
071we could do a retreat like it it doesn't have to be you know that you sit in a classroom. I don't think it's a bad idea. I'm not even going to weigh in on what you guys were talking about, but we need to change the language one way or another depending what you want because as it's written, are we talking about when the new when you're newly elected to be a board member or you're newly elected to be the vice president? Newly elected to be president. I think it implies president or vice president. I agree. >> But we also have a a um ambiguity associated. Does that mean you have to do it when you're the vice president and then the following year if we continue our rotation, you have to do it to be
072president? I I just we we need to clarify what we want. So all I'm saying I would say I'm not making that take that home and each each of us can mess around with the language. >> We just need to think about the how you want to adopt the language. >> I I think it's important um that it does remain in there because then it's something that it's easy to say oh we can do that but if it's not in there will we do it? It's a responsibility of the educators here. It's a responsibility of any most employees have regular training. we have to do the GNC trainings. I I I think when you don't include it, then it's less likely to continue. If it's included, then it's going to be more likely that it
073will happen because you have to. And >> and we also need to figure out whether or not you want it to be newly elected or or or what if you're reelected? Like, you know, if if in the future we somebody is president three years in a row, do they have to do it each of the three years or are we saying it's only when they're newly elected? newly elected. >> It says newly elected, but but perhaps what if somebody's in the position for 10 years, then you're saying, "Well, they don't have to do whatever." >> But we But we don't do that. We don't do that. That could change in the future, right? So, why not have a policy that >> practice? That's all. Just think about those things in terms of of what words
074and language we come up with. >> Okay. >> And the other one was the uh So, we'll reook that so that we'll take this out as not a first reading of it. Yeah, it's a still a first read. We're going to come back with it. Okay. >> And what will happen is the next time we'll make suggestions. We'll have to go back a third time, but it's still a first read. >> So, everything about the flags, flag regulations, all in there. Everything in yellow is new and we took a couple words out of a couple things like in addition days when school is in session, weather permitting, you know, on or near and stuff like that and if school is open to the public, all of that stuff that we took out. >> So, >>
075go ahead. >> No, you go ahead. >> Okay. The flag will not be displayed on days when the weather is inclement. You know, we can't get up there. Of course, you know, our guys do put it up if they can. Um, and the current wording in the in the thing is uh is all stuff that we're going to say. >> Well, no, the >> this is all going to come out. >> No. So, the current wording here on the bottom is what the policy reads. Now, I did leave it only because if you look, it's the the new one is a kind of a combination of >> what we had. Um, but now they're also the this new yellow stuff down here >> flags will be flowing >> they're changing >> what do we currently
076have for the number of days for pass >> 30 days >> so we have >> like what's in our current policy >> our currently current one for >> through >> it's only for half mask on the day of the funeral for a reason that's we like >> current employee or student is from the time of death through the day of the funeral so this is now stating that it could be for 30 days >> on on our whatever we decide to >> it can so their their new wording is stating that flags on individual buildings will be flown at half staff for 30 days >> is that mandatory >> no so that's the option so this is why I wanted you to also see the bottom what we have because this has been their recommendation
077we just haven't taken that it is to our discretion but you can go up to that I get very nervous about some of it with students and staff and not that there's not due some respect. Um, but if it's a holiday or a weekend and something happens and we don't get it for one student and one staff member and then we get it for another, there's a higher likelihood of missing somebody and somebody feeling like slighted. I almost feel like we just go with the federal guidelines and only the federal guidelines like >> federal or state >> I I you know federal or state whichever it is when we start adding in the and I know it's it's sensitive and I almost feel terrible saying this the the personalization I I don't know flying the
078flag at half mass for a staff or student would be as important as attending a funeral or being supportive of to the family on in a different way. I don't know that I would know or care whether the flag was flown half staff, but what the likelihood is that if it's summer or a holiday or a school break and things happen, you know, and somehow a student, you know, a former student, something happens and we don't because we didn't get the information, then somebody gets their feelings hurt um and feels like I wasn't valued because I didn't have the flag at half mass when maybe we just didn't have the information in a timely fashion. So, it's I I would rather air on the other side of not doing it at all than make mistakes
079with it. >> You currently do do it. You >> I know that. I know that. >> So, you're saying to take it out completely? >> I think it has some people upset by that. >> Yeah, >> I would be. I think the what we currently do the time of death through the day of funeral is what is the practice we have probably at least 15 years at least as far as I can remember because we've discussed this in the past I would actually stay with that because now we have had people call um you know questioning why it's >> you know lowered and asking why so >> and and here's the thing sometimes they question and the administrator in the school is unaware of why and I think that then maybe that's an important thing
080is that when a flag is put half masked for whatever the reason something should go out to to the building so that they >> through Amory because a lot of times we're getting most of the calls to lower the flag is from the governor's office. >> Right. Right. >> And that you know we send out to the reason that's a given. I just, you know, when something or some happens and we're not made aware until it's too late and and at what point is it? And I'm not just something to think about. How long out is it? A former student, is a former teacher, is it a teacher that retired five years ago, 10 years ago, 20 years ago? You know, teacher who retired 20 years ago and passes and we don't know. They don't
081live in the state. >> When we're notified, we we do love it. I when we're notified I I get it. I I don't know. >> I'm just >> I think with the any effort that you put forward to load a flag for any person that has been an employee, has been a teacher, everybody appreciates the effort and if it's forgotten and we remember it, we will lower it in their honor. I I don't have a problem with that. I think it's the right thing to do. >> I'd like to look at the wording. So, this would be something else I'd like to take home and look at the wording. The other thing you might want to consider is there's so many memorial services now as opposed to funerals. >> Um, so you may want to
082put on, you know, from the date of death to the funeral, but in no event more than x number of days. You may just want to do something like that because sometimes people are not having funeral and memorials until 3 weeks later. Now, >> it's changed quite a bit. >> Sometimes a year. >> So, yeah. So, just think about that. Think about that, too. >> Okay. Okay. >> Can I just ask in the in the second paragraph? So the policy is that on holidays we're lowering the flag >> or we're putting the flag up. Am I reading that right? Am I reading that wrong? >> Weather permitting the flag will be displayed >> at the top is not about lowering the flag. >> But that's displaying. So we're going to display it on holidays when
083we're not here. >> They usually leave. That's why all our flags are lit. >> Okay. So they put them up who's coming in on Christmas. leave ourselves because the flag poles are lit. So if you like the flag pole >> and they're lit on every in every single >> and what kind of condition are the flags in? >> They're all >> when they call they believe they change them out. People call >> okay. So we'll look at these and just >> check that out. uh the um um ambassador. >> Okay. >> Any anything else? So, we're going to both of those will come back next both of them will come back with some wording. Um sometimes it's hard when we do like first reads to not come back. The second read doesn't necessarily mean it's
084approved because I feel like sometimes >> there's some stuff to more than just coming back to discuss it. We probably should if you have some written >> language, you know, and share it with each other. Yeah. >> Send it to Caitlyn and then and then she'll share it with us. >> I was going to say I can even put the suggestions together in one >> compile them so it's easy to look at. >> Yep. To look at the next meeting. >> Great. >> That's good. >> Okay. Um, can we get a motion to go out of work and into executive for personnel? >> Motion. >> Second. >> All in favor? >> I so carried. >> Thank you. Good night.