001Oh, the mother. >> Okay. Can I get a motion to go into work session? >> Motion. >> We have a place in the second call. >> All in favor? >> I I so carry. >> You ready, guy? >> Sorry for the delay. Um, we're going to start right away with the invisible cloud reclaiming student awareness. Mr. Gordon and Mr. Agustinino, welcome to the podium. >> Good evening. >> I can't wait to hear what this is. >> Can't wait to hear it. >> Title is very intriguing. >> You don't know the topic yet? >> I don't revisit. So, this is this is what we ended up on. Um, thank you again for some time this afternoon. I was trying to remember back um quite a few years ago. I think some members of the board were
002sitting here then when I I think was a a fairly new assistant principal and vaping had just come upon the scene and I was asked to share a little bit of information about what we were experiencing and and just kind of to introduce what these devices look like. Um so today I'm here to talk a little bit about where we are now. And unfortunately um the vaping what could be classified as an epidemic continues amongst our youth and this is not something that is unique just to be shore. Um this is happening across the island across the state across the nation and many of our young people are taking part in this very dangerous habit. So today we just want to spend a little bit of time sharing with you um some information uh pertaining
003to what we're dealing with currently. Mr. Agustinino um from what I understand at the end we'll be sharing proposal for um some additional support for our younger students and I think through our presentation you'll see that um that's going to be an important uh demographic group to focus on our younger students. So again, this is a widespread concern. This is not unique to Beayshore. I often speak with principles across the island, across Suffach County in particular, and this is something that they are also dealing with on a daily basis. Um, you can see that back in November, uh, News Day also put a front page story out about vaping in schools. Um, and as you can imagine with the not too, um, far back legalization of recreational marijuana. Um the vaping of nicotine has been
004added to with students and individuals in general uh vaping THC. Um so we're going to talk a little bit about u some of the challenges that we're facing then and now. We stated back then that we felt that a lot of the marketing of nicotine vapes in particular were really marketed towards young people and that was indicative by some of the flavors and some of the packaging that we would see and and and be able to uh confiscate at times. So that still continues. Um you'll find uh vapes come in quite an assortment of flavors. everything from bubble gum to cherry candy and and anything in between. Um, when we talk about accessibility, there's been some new uh revelations, I guess you could say, in terms of accessibility for our kids. Um, you know, one
005of the things we were concerned about back when this first came upon the scene was you might find a a shop somewhere in a community that would be willing to sell these items to young people. Um, and that still remains true. I mean, I think that uh law enforcement has done we've seen through the years where there's been crackdowns and certain businesses shut down and things like that. But I think this next part might surprise some people and may not be aware of this. Um, there are pop-up shops on social media for things like THC vapes, other drugs, nicotine vapes. So, our understanding is that on platforms like Snapchat or Instagram, these anonymous popup shops will show up and uh be shared with a batch of students and passed along by other students. And basically
006there's a menu of items and the person on the on the end of posting these things will will make arrangements to meet up or deliver these items on demand pretty much and then a week or so will go by and that one will be taken down and a new one will pop up. So this is a new twist to when we talk about accessibility for our students. Unfortunately also in our investigations when we do un uh find students in possession of or under the influence of such items, you know, they will share with us sometimes where these items are coming from. And you know, at times they will say to us that there may be young adults who legally can buy these things who are then providing them to underage students who are then being
007asked to distribute in some manner or form. So these are these are some of the things we're fighting in terms of accessibility. One challenge has always been concealability of these devices. Um I'm going to show a few pictures to you. Um the ones that are on the screen right now is really just about the packaging on the right hand side and the lefth hand side was an example of some of the social media I just mentioned. But concealability, these have always been small and uh different than a a an old school cigarette which lets off smoke that lingers for a while. We have come to know that vapes uh there's no lighting. It's quick. It's on demand. and the vapor dissipates pretty quickly. Um, so again, the concealability of these items, um, and students who
008are looking to keep them hidden are willing to put them in places you couldn't imagine at times. Um, so, uh, that's an additional challenge. And probably the most important challenge that we face is that, um, our young people are addicted for sure. Um, one of the topics that I planned on covering in this presentation was uh, you know, a little bit of feedback from the students themselves. But I'll just share anecdotally, we've had a number of students who have been found to be in possession or under the influence of these products um, who have disclosed to us that I just can't stop. I can't stop doing it. Um, and that obviously hits a little bit differently than somebody who's really just trying to navigate around this and get away with it. Um, that that that
009really hits home. So, we do try to provide supports. Often times those supports come from the outside and I'll share a little bit about that as we move along in the presentation. So, who is vaping? This is another I think sometimes u misunderstood aspect of this. So, up here I just have two hypothetical uh profiles of students. student a male uh 10th grade student, grades ranging from uh the C to D range. They're frequently missing class. They might often find themselves um with referrals for behaviors. They're considered at risk. Um they push boundaries with authority. And some people may say, well, that seems like the kid who would be vaping. And on the right side, you have student B, a 15-year-old female in nth grade. A to AB average student involved in multiple clubs and
010athletics, honors, has no behavioral issues in school. I will share with you that this is across the board. There are students that fit both of these profiles who are partaking in this behavior. So any um any thoughts out there that there's a particular demographic of student or profile of a student would be would be incorrect. Here's some data based uh just from our high school. And I just want to describe what's what I'm showing here because I think this speaks to the importance of what Mr. Agustinino is going to talk about next. What this graph is showing you is a comparison from September to February of 202425 school year. That's in the maroon. And in the gray you see the same uh time period, September to February in this current school year. the first, as
011you can see, it goes in um grade order. So, it's ninth grade moving to the right to uh seniors. And then you see it's nicotine and THC use. And the pretty astounding um what stands out to me the most here is obviously it's our youngest students who are most often partaking in this behavior. >> Can I just ask your opinion? Do you think it's that they get better at hiding it? I think there could be I think there could be >> try it and move on. >> It's a fair question. I And I think part of that is true. Yes, I think that um and also people would argue well we have an open campus for upper classmen. >> So that probably does contribute to >> okay >> the statistics. >> So this is based
012on who has been let's say caught with it. >> Correct. >> Okay. Not self there's no self-reporting here. >> We don't we don't have any self-reporting data for beer high school. I can tell you that the the data that I have seen um from anonymous um polls of of high school age students show about somewhere in the range of 15 to 13% students using these types of products. >> Is it higher in younger grades in in those kind of reports? >> I I wouldn't be able to speak to that. >> This is really like glaring when you look at it like that. >> Yes, I felt that way too and felt it was important to include. So, as part of who is vaping, we are we are we are very much concerned about our our
013younger high school age students. Um, okay. So, what are some things that parents and guardians and families may want to look for if they suspect that their child may be partaking in some of this? Um, so those are some of the devices along the bottom. I'll start with that actually. So, moving left to right, you have probably our most commonly found nicotine vape. And as you move progressively to the right, all of the rest of those are THC vapes. And the most the one that was most shocking to me is the one all the way to the right. When we talk about marketing and gearing these items towards underage >> students and children, uh there you have a THC vape with the flavor of passion burst in the shape of a baby bottle, which if
014you walk through 7-Eleven, you may see the little candy bottles where it's a lollipop and they dip it in the sugar. It looks just like this. Um so these are the types of things we're fighting from these companies. Um, but some of the things that parents may want to look for if they suspect that their child may be partaking in some of this, uh, the vapes themselves do leave a a little faint scent in in your home or in in a bathroom or or wherever it's being used. Um, it certainly is going to disrupt a teen's sleep schedule. And depending on which type of vape, it may affect it in different ways. Um, you know, if they're using nicotine vapes, it may it may keep them from sleeping. and if they're using THC vapes and
015it it affects all individuals differently. I'm speaking more generally, but if they're using THC, they might come ac seem more sleepy. It can obviously contribute to mood and behavior changes. If you're seeing drastic changes in your child, something you definitely want to tune into. Um, other health issues that present themselves, especially students who have pre uh, you know, other conditions, specifically asthma. This is this will use of these items will exacerbate those those symptoms for sure. Um, and you may see some changes in their eating habits that they might start eating less and drinking more. They're often going to be dehydrated, especially if they're taking part partaking in nicotine vaping. Um, and then of course the unfamiliar technology around the house. If something looks suspicious and is about this size, um, you might want to
016take a closer look at it. Now, these that I show you here, I think most people can identify them as vapes, but we talk about concealability as well. And the next page I'm going to show you, we have not come across these items in this high school, but they do exist. And I think it's important people for people to know. Here are other forms that vapes come in. >> This is nuts. >> A tic tac toe. A bottle of Tic Tacs that's actually a vape. A smartphone that is actually a vape. A highlighter that is actually a vape. The top right corner is showing you a young lady who is taking a pull from a the drawstrings of her hoodie which are actually concealing a vape. And the bottom right obviously is a cell phone
017case that is also doubles as a vape. So what are we doing here at the high school? As you're aware, we have vape detectors in many of our bathrooms and they have proven to be useful. our deans and our security staff are very quick once an alert is received of either report, you know, reporting directly to there and collecting the students who are in so that they can be um uh questioned about what may have been going on in there. In cases where they don't get there before the student leaves, our the deans are very uh uh keen on using our security cameras to identify those students and bring them in for questioning and and to talk about what may have been happening in the bathroom when they were in there. Um, additionally, our health
018teachers do a fantastic job of talking about uh decision- making when it comes to all substances, but there is a very um focused section of their curriculum that talks about vaping, both nicotine and THC. So, those are some of the more so those are some of the more basic things that we're doing. Um we want to talk about a little bit about some of the other things we've been trying uh to combat this because um while our mental health staff will work with students around substance abuse to a point um we feel that is important that many of our students especially those who I referenced earlier who are openly saying I just can't stop receive more intensive support outside of school. So, and I'll just make one point that uh you know here here in
019Beayshore um we are trying to use the discipline process to encourage families to get support for students. I can share with you factually that in districts across South Suffach County, a first offense for possession of or under the influence of items like this will result in a superintendent hearing with a one-year suspension from school. That is on the books in some of our some of our neighboring districts. Again, we are really trying to take a different approach here and use this process to get students the help that they need. Two of these organiz these two organizations have been Mr. Tero has really done a fantastic job of making connections with outreach and with the family and children's association who have been really good about taking students in uh specifically with the family and children's association.
020The first 12 weeks of treatment are free um and after that they will refer students out if more more treatment is needed. um outreach is a uh insurance-based program, but have also been very good for us and we have had many parents take advantage of these outside resources and we we look forward to continuing to grow our partnership with them. Um so those are some of the some of the supports that we're providing. Um we tried to again take a different angle specifically in the in the discipline process for students with violations of the code of conduct that fall into this category. uh because we feel like those when when we sit down at the table and have those serious conversations, it's really a time where we can leverage um and try to get parents
021to continue to get children the help that they need. So, with that um and all that I've shared, Mr. Mr. Agustinina wants to share a little bit about a program we're working on for our youngest students. >> Thank you, Mr. Gordon, and thank you again for having me up here. Um, you know, that's some powerful stuff that's out there and I think how do we get ahead of it, right? We have to educate our younger children right now. They're not being educated. They're just not. Uh, Dr. Outlaw and I sat down. We had a a a Google meet with the YES organization again. Um, we asked them, you know, that was like the first avenue I went with. We wanted to get some input on them. What can they bring to the table for us?
022How can they help our kids, right? and they have a program that they adopted also and a lot of districts are using this and I was telling Dr. Outlaw this today. my daughter who's a fourth grade teacher in the middle country school district her class they meet with the too good for drug program uh once a week they come in and the kids you know it's you know times it's they don't want to do it but they're getting educated they're understanding and and I said to my daughter I said you're not going to recognize this yet until they get into high school but they got the message right and the message is what we want to try to do so this program is developed by Menddees Foundation's national recognized leader in K2 prevention SEAL program.
023Um they they they introduce it to upper elementary levels. So intentionally grades four and five they're critically you know developing in that period of their of their life experience increased peer peer influences face more complex social situation develop long-term decisionm right so again being proactive is what we want to do. We are educators. We want to make sure that we are getting ahead of this. We're not going to react. We're we're we're we're being proactive on this. And so we want to build a foundation. We want people we want children to understand that, you know, this is what happens if you do this. If we're not educating them, we're we're not doing our jobs right. We're not looking to get kids to understand why you shouldn't be doing this. you know, when we when I
024was a kid, there was always a program about drugs and like you just listened and you were like, "Oh my god, I I can't I can't do this if this is going to be a problem." So, I think we need to move in that direction. Um, students who participate in in programs, they demonstrate improvement in behavior and classroom engagement. My daughter agrees with that. First year teacher, she's having a tough time with some behaviorists, but this has happened. Strong peer relationship and it it's very teachable moments. And I asked Jameson about that. I said, "How like what happens after they let they they they leave and they what where do you go?" She goes, "Well, I'd like to go into like a math lesson, but they want to talk about this still." So, she's kind
025of building off of that also. Um more positive attitude towards school, increased readiness for the middle school. So, that's where we're preparing them because that's where they're getting it like in the middle school is where they're getting to that that that next level. So, this program and and Dr. Outlaw and I listened and they have two units, right? It's unit one, unit two and there's different things in each unit and we can kind of talk to them and they can kind of create the unit the way we want them to create the unit, right? So there might be something that we don't really want them to address. We can curb that like we can make that adjust for us and they are very flexible and very willing because they want to be part of beayhore
026in the worst way. Um they you know unit one talks about social emotional skills, self-control, responsibility, decision- making, communication, resisting negative peer pressure, right? Those are important things. And then what I always talk about is real life situations. They kind of create it to a real life situation for these children to say, okay, I'm in this situation. What do I do? How do I react? I'm at a party. How do I do? And these are things like fourth and fifth grade. They're not there just yet, but they're going to get there. And so we need to get ahead of them and make sure that they're they're, you know, they're being educated. Again, um, again, it's not alarming. It's a skill-based focus on empowerment rather than fear-based messaging. We kind of grew up in a fear,
027you know, based messaging. And I don't know if it worked, but it it kind of did, but I like the more empowering stuff, getting kids to understand why if you do this, this is what happens. You know, we support the whole child, create a safe, supportive learning environment, right? These are all things we want to do as educators. Um, and then the last thing, this program provides consistent district-wide approach to instruction. And ultimately, too good for drugs supports our mission to prepare students to be responsible, confident, and resilient learners in transition to middle school. >> Simple. Any questions? >> Yeah, I do. >> Go ahead. I love them. >> So, so I'm not sure who who it should be addressed to. the I think part of the problem is that kids look at vaping as
028it's not as bad bad as smoking a cigarette. So, can can can you just kind of address that um for those who might be listening and hearing, you know, that how much different it is and as Sue just indicated, I think it's worse. >> It's the chemicals are working. >> I believe that it is, but I just I want >> So, in health class, I'll start in health class that like in when we're doing seventh and eighth grade, they're getting that. They're getting an understanding of that, but I don't know if they're believing that just yet. So, that's why we got to go a little bit lower. We got to get to those fourth and fifth graders. we get to those fourth and fifth graders, we'll start getting them to understand it. But it is
029way worse. There's no question about that. Statistics have proved that. And you know, hopefully, you know, we start >> even adults don't get it. >> They just don't they don't smoking anymore. I'm only doing this as a safe alternative to >> Exactly. And it was actually too people who wanted to quit smoking cigarettes >> were were encouraged. >> Correct. Started. It was that's really I feel like the the crux of it came from it being like a patch. >> Yep. >> Like people were it was supposed to wean them off nicotine >> where the chemicals in it. I honestly I'd almost rather see somebody smoke a cigarette because then you have the nicotine. If you have this you have the nicotine and all these other chemicals in within it. That's the thing that they're saying
030with the heart. >> Both have their right. So your traditional cigarette with the tobacco portion of it and and the harm that it does to the lungs is different than what a vape would do to your lungs. still equally as dangerous. And to your point, the chemicals that are included in the aerosol that's included in these vapes, from what I've >> been told and from what I've researched is is we and we may not fully understand the long-term impacts of this. Correct. It is still new. We've all heard of popcorn lung and things like that which are um quick onset um ailments due to this but we don't I don't know that we as a as a as humanity know what the longterm effects of continuous >> I would say and I don't know if
031anybody else has had the experience I've had people in my life that smoke cigarettes and quit and they were able to do it in a different fashion they were able some people could quit cold turkey some people had to wean off but people quit >> the young people that are vaping and if you talk I'm sure you've spoken to young people. I know several that are like it is way more addicting. That's the difference too. I think that >> is the nicotine level way higher. >> I think it's the mental part of it too. It's like it's impacting their mental health differently than nicotine straight >> tobacco was. >> It's affecting a whole different >> place for them. Um, I do have a couple questions and I totally agree that it it's way worse. Um,
032so we do the fourth and fifth grade. I love it. You were saying they so somebody comes in to do >> from Yes. From the >> So give me the structure of that. >> So basically structure is they would come in and again we we kind of wanted to start off a little bit slower, right, Dr. Outlaw? wanted to kind of talk about maybe presented it to to two classes in fourth grade at South Country and maybe two at Gardener Manor and then kind of from there and basically it's a 40-minute lesson that they come in and they'll >> or they'll do it once a week. What what do we see the unit? I'm sorry. >> It's once a week for eight weeks. Um because it is a grant-f funed program. So there are specific
033>> uh time frames and topics that are part of the discussion. >> I like >> is it the same class or is it >> they would Yes, they would come to like on Tuesdays they would come to this class on Wednesday they would come to this class and then they would they would do that for eight weeks. The recommendation I would have is maybe you should go to the PTAs in those lower levels and maybe have a conversation with the parents before this rolls out because it will be very controversial of you introducing something and maybe showing the the benefits of this rolling out. So going to the PFAS and letting that little word get out of what you're trying to do and what what what showing the evaluations of your seventh, eighth, and ninth
034graders and all that kind of stuff. This way the PFAS don't what are you teaching my kid? You know what I mean? So, >> and maybe a one sheet of what's discussed each week >> part of it. You know what I mean? >> There would definitely be a letter that would go out as well, but we could do something with Maddie and Jen. >> I think what Jen just said even sometimes like >> a onepage topic of what was discussed that that and that goes home because then they can follow up the conversation >> at home. >> I think you'd be you'd probably have more people want to support that than not. >> Yeah, I agree. >> Can they start I'm sorry, but they started to roll us out on Job sites too vaping on
035job sites because everybody can't smoke. So now they're saying no more vaping and the vaping now more information. Is >> your mic on? >> Yeah. >> But the vaping and stuff like that. So >> is there a particular time of year that they come? Is it just towards the end of the year when they're a little bit more >> through the school year? Is there anything like that? No, I I think it just we work it around they work around our schedule. Like they're they're very flexible and again not going to cost us anything. They just they want to get into these schools to teach these kids this it sounds like it's cumulative, right? They build each week. Is there a way of doing it so that you can get to a bunch of different
036classes? This week one class gets it, next week a different class gets it because otherwise you're talking about presenting it to the PFA. they're going to say, "Well, why is only th those two classes getting it?" >> So, yeah. So, like ultimately my goal would be like on a let's just say Monday, Tuesday, they would be in Gardener Manor, they would, you know, I don't know how many classes we have, fourth grade classes or fifth grade classes. They would meet with the fourth graders that on Monday, Tuesday, they would meet with the fifth graders. Then on Thursday, or whatever, Wednesday, Thursday, they go over to South Country. They meet with the fourth graders. Then they'd meet with the fifth graders and then they would they would go >> You're right. Do you want to hit
037all the classes? >> Are you pick a like a pilot program for now to make sure that it's working and then maybe hopefully roll it out to the whole >> I don't know that it's it I'm going to I would say I agree but but by the same token it's not like it's an academic class where you're necessarily going to be able to measure the results of it. Right. >> My thing initially when I was asking about how is it presented was because I go right through the teachers. Are the teachers trained? So glad to hear it's not them. Are they going to fit it in? And I think not that they want to, but I can see people saying, "I don't know where you want me to find 40 minutes even on a Monday."
038>> I think the scheduling may pose some challenges because the fourth and fifth grade, they got a lot going on. >> Um >> that that's a little concerning. If it is um approved and the board is okay with us moving forward with this, the scheduling of it is also going to depend upon the staffing um that the YES program has because they are working with other school districts, right? And so the determination and the schedule. Um we would look to ensure that there is instruction provided for every grade level as well as in both buildings. And because this is not a mandate, certainly there's an opportunity to not have your child involved um if that is your decision and choice. And so communicating in several different formats in several different ways as we um generally
039do is what >> we would ensure occurs so that there are no surprises for anyone. >> Yeah. If you remember a couple years ago, we had a presentation by Northwell Health and Northwell Health came in here and gave us a great com >> one of the best presentations I've seen on vaping and how much it really is. That's how I got the 10 pack thing. You know, they told us that a little vape is worth 10 packs of cigarettes. So, it without a doubt it's a dangerous thing and again like you said, the results haven't been proven yet, but I think we have to head off. >> Anything we can do to head it off. So the other question would be so we start in fourth, fifth grade which I'm not opposed to. I think
040I mean just on principle I think this is great and I'm going to assume tell me what then happens like sixth, seventh, eth. >> So in seventh they then they have health, right? So then they're they're being taught again in seventh and then then they come into the high school and then they have to have mandatory health again. So >> So two questions. Um, one when it comes to I'm assuming like when athletes helping athletes come down to the middle school, vaping is a huge part of it >> sometimes. Yeah, >> maybe we kind of >> decision. >> Okay. And then um that chart you showed us, are there any reports or any way we can get reports from the middle school? Do they have any instances of vaping at the middle school? >> Yes.
041>> I'd be curious of what that looked like. I'm just curious like it that's such a jump in ninth grade. What does it look like in seventh and eighth grade and and is it a is it a big jump in grades? Is it that it's like oh maybe the older kids are like hey you want to try? So I'm just curious what that looks like in seventh and eighth grade. >> I don't know off the top of my head. I would assume it's less there's none because I'm pretty sure there are. >> Yeah. >> But if you think about the structure of the building and the way that students are moved throughout the building, >> I think it's really challenging. >> Yeah. >> Whereas, >> and that could be the other piece of it when
042they get to the ninth grade, there's a little bit more freedom. >> So, they kind of jump on that and then maybe just kind of like, ah, what's the big deal? you know, like the the idea of who knows there's a million ways of reasons, >> a lot of um influences using. >> Yeah. Well, Guy, you brought up a good point like, you know, you're not allowed to smoke on the job site. You're not allowed to smoke on school grounds. If I told you many times I stopped somebody in the parking lot and had to say I'm sorry, you can't smoke on school grounds with cigarettes over the course of years. Now, that's gone away. You don't see that so much. But if I told you, and I'm sure all of us, how many times
043have you seen adults with their vape in environments where you're not even supposed to be smoking? >> True. >> All it's like you're supposed to be an adult and you can't follow the basic decency and rules. >> How about I ask David, what do you think? Fourth or fifth grade? >> So, it's one or the other? >> No, we're trying to get everybody. We I would pick a grade one grade level I think would be the that's my opinion. so you can get all the classes because I know staffing is going to be a challenge. >> But what are your thoughts in the early ages, David? >> I would say fifth grade because I feel like that's around when more students are being exposed to like, you know, social media and peer influence. >> Um,
044I know a lot of families are like, "Oh, you get a phone in like sixth or seventh grade. This is where a lot of things start happening and you learn to control." I would say you learn to control it more as you get o older into high school. So maybe that's part of the reason it decreases. you mature more, but you're first being introduced to this new environment, so I feel like that makes the numbers rise much more. >> The world starts to open up, too. >> Yeah. >> And and the upgrading of what we've done on our smoke detectors because now they they can detect vaping now, too. >> Yes. >> And we have to make sure that they're all in the bathrooms and all of that stuff. And we have been upgrading all
045of that. And it has helped a lot. So, >> what do you think the most effective way to get in front of kids to make them I don't know if there is a way, but like not to put you on the spot, but like >> that I'm not sure because >> is it like hearing from people that your age that have had a negative effect on it? Is it, you know, a presentation by worthwhile? Like I don't know. >> I think hearing from the kids themselves would be most important. Um, we've had presentations in the past. Um, I remember seeing them like definitely in middle school. We would have like go down to the auditorium. They would be like police officers telling us about it. But I feel like hearing from the students themselves would
046like me be a more like personal >> aspect, you know. >> I wonder if there are any programs out I I'm sure there are, but like that would that have students that, you know, maybe not they're not students anymore, but like 20 year olds that are having, you know, all of a sudden they have asthma now because they're based or you know, like that kind of stuff. I'm sure that Northwell could help you and or one of these organizations could help, but >> um I don't know. I also think if there's, you know, if there's a way, probably the PFA is the best way to do maybe like a presentation for the parents, which I know we've done before, that that Northwell presentation. I was here for that, too. It was amazing. Scared the crap
047out of me as a parent. And um but like but if you could take that record it and send it out like through parent square so every parent that can't come you know can at least have the opportunity to because if you if you really look at those statistics even if you think you know what you're talking about and you know that's a bad thing when you see some of those statistics as a parent it it really kind of shocks and makes you sit and be like okay we got to really talk about this. So if you get it from both because I you know you're not going to stop these kids if you don't have parental back >> backing on that. >> I think there sometimes think it's not that big of a deal.
048>> Oh, that's the case, too. Specifically, I I find we I think we found that that's more of the case with the THC, to be honest. >> Really? Okay. >> Speaking. >> Yeah. Yeah. anecdotally. Um, >> yes, but we we've had conversations where it is um not necessarily um detered. >> Well, but we'll have to understand the vape itself. I I don't know. So scary. I will tell you that we were a couple of us were at Longwood for the legislative breakfast and vaping is one of the big things that everybody's talking about. So there's there's there were at least four different ideas of how to control it better because other than educating the kids, they also if you make it harder to get. So I mean there are there is some help hopefully coming
049from Albany to >> to back it up but you know when you talk about these pop-up shops I don't know how you regulate them. >> Wow. >> Thank you so much. Have a good night. >> We grilled you enough on that. >> No, that was good. >> Okay. >> Thank you, Zach. >> Have a great night. >> Next up, Miss Cope and the draft calendar. >> Hit it. Okay. Good evening everyone. We are here to provide you with an updated draft of the 2627 calendar. Um, I wanted to share with you that everything from September to January has remained the same. There are no changes recommended from September to January. I'd like to draw your attention to February. In the previous version, we had indicated that the 17th was the date for uh Lunar New
050Year and that that would be designated as a holiday. Um the the correct date for Lunar New Year is the 6th of February. So, we withdrew that original date out of the week. It was the week that we were on vacation anyway, so that did not have an impact on our students or instructional days. But it is an open day for our offices. In March, we wanted to uh make you aware that as we were reviewing the number of days necessary um for our instructional days, we recognized that we needed to add one additional day to our calendar. So, in uh reviewing our calendar, we would make the recommendation that we make March 25th, which was originally designated as a day that school was closed, offices were open, that we have that as an instructional
051day. So, that would mean that schools are no longer closed. teachers, students would be uh here in session. That would make the March calendar go from 20 instructional days to 21 instructional days in April. Uh in taking a look at the number of snow days that we had available, we recognized that we had one extra snow day that we were able to remove. So, April 16th, which in the previous version was noted as a possible recess day, has been removed from the draft calendar. So, the 16th will be an instructional day ahead of the April recess. And taking note of those three changes, if you go down to the bottom with our total, we now have 182 instructional days with two superintendent conference days for a total of 184 days. And this calendar now reflects
052having two snow days as opposed to three snow days built in. So those are the changes that you would see uh between the previous draft and this current draft. >> Any questions? >> The 2728 are listed as school days. Okay. So, everybody should expect to come to work unless it'll be a treat. >> The 27th and 28th of May. >> We had a treat last year. >> Yes. May ahead of >> I don't know if we had a treat. But I'm just saying like sometimes if you mark it as possible, people see that and then think it's off. So, I like seeing it as a school day. >> Yes. It's reflected. No difference. >> Get the nice little surprise down the road. >> Agreed. And I wouldn't be say if I said that I think
053the 25th of November should be a school day because uh especially with the winter that we had this year, if that happens to come back, you're going to need those days. So having three days for Thanksgiving, maybe just have the two days. But that's just me. >> So >> when we went over this the first time, >> we had 21 and 22 were in school December. >> Yes. >> Perfect. >> Yep. The only changes were the three that were noted February, March, and April. >> Good. >> And this aligns with most of the school districts in the town of Issak. It's pretty much aligned. >> Okay. Thank you. >> We're good. >> Thank you. What we've all been waiting for, Miss Binger with the budget session two. Bless you. >> Bless you. >> Okay. Anatomy
054of a budget code. Right. We're going to start off looking at our rental codes which is uh that is the this is sorted by object code. So this is the specifically the 4300 code. If you look at the coding on the side, uh it's all different functions or departments across uh the district, but every code in the center is $4,300, which signifies rental. And when I say rental, it is this is primarily copying machines uh with a a little bit extra. Uh in the 1060 code, the rental is for the rental of the voting machines. Um in plant and operations, it's uh renting lifts and uh the um uh the storage that we have in some of the buildings, uh rental on on those units, things like that. And then we have now taken all
055the money out of all of the different codes allocated for copy machines the way it has been uh historically. And we've consolidated it all into four different codes, three different codes. two of one of which you'll see on this page, two others of which are now on a different page because any leases that exceed one year now have to be accounted for differently because of one of the newer Gazsby statements that came out. So, this is something Rachel's been working on for the last couple of years. Um, we just it's it's just an accounting thing. The money hasn't changed, the contracts haven't changed, the copy machines haven't changed. It's just an accounting thing. So what you'll now see under 4301 are charges for maintenance of the copy machines but not for the actual lease of
056the copy machines. That is now accounted for uh along with your debt service uh later in the budget. Uh and then you have also have music rentals which is uh mostly instruments. So these are these are your rentals. You can see there's no change in the total dollar amount. There hasn't been there's been a slight reduction over the course of the last 5 years. Uh so really nothing interesting to see here except to to note that uh that the new gazby has been implemented and uh we're moving the budget in that direction. Next page, special items. These are all professional services and again this is this is kind of the state puts uh these under special items. This is not not really me. This is how the state looks at it. But you have your
057accounting uh and auditing firms. So your internal and your external auditors. Uh you have legal services. You have uh mailing or postage. Student accident insurance and general liability insurance. These accounts are holding uh fairly well. I had to put a small increase into uh auditing as that's been rising at roughly the CPI each year. Legal uh last year you can see that we went well over uh what we have in that code but and and this year we're running over. We're not running well over but we're still running over. Next year I would anticipate that we will see a substantial drop once all the CVA cases are finally closed out. Student accident insurance has we've been bidding that every two or three years. Um and the price for insurance has actually been going down. It's
058one of the few insuranceances where cost has been decreasing. We've been doing well with that. And then general liability insurance, we I received an email from Nicer saying to anticipate a 10 to 12% increase next year. um based not only on uh our history um but also based on the fact that we just did a fixed asset inventory and our uh fixed asset value has has risen and so the cost of the policy the cost of the premium is going to rise along with those assets. Um, but across all of these account codes, it's an 8% uh increase, but really it's it's you're looking at closer to 12 just in the liability insurance. Next page, transportation. Uh so uh Suffach trans and I have already had a conversation about the 2627 school year. They have
059agreed to renew one more time at the CPI, but they really want to do an RFP. Uh so Tommy and I talked about it again. They agreed to extend one more time, but they want to see an RFP the following year. This has been 12 to 15 years without an RFP. So it really needs to be done. Uh so that is something that we'll start working on probably uh after budget is complete uh maybe during the course of the summer. As of right now, I have no increase to the code. Um as of right now, looking at this school year, 2526 school year, five months in, uh I am down in expenditures about half a million dollars. Right. So, if we double that five more months in, um, it will be more than a million
060because there will have been no $400,000 increase. So, we're looking at savings of about 1.4. >> Can I ask you a question on some of like the field trips miscellaneous for each school? I'm going to say the elementary schools in particular. >> Each one of them has a different amount. Is that based on students >> Enrollment. Okay. >> Yeah. >> Thank you. >> Sure. >> Okay. a debt service. This is you really have two sheets, so you can kind of go back and forth between this sheet and the sheet that's behind it. Um the sheet that's behind it is our internal um debt service tracker. I have hidden most of the the columns from prior years, right? Because these bonds were all 15-year bonds. I'm just giving you uh the last three years and the
061next two years and you can see uh the debt service from the 2002 bond referendum finally completely falling off the books uh and ending on that sheet. Now go back to and down at the bottom is my that those are my calculations for exclusions to the tax cap. That's where that is kept. But we talked about the tax cap last uh in budget session one. So I won't go over that again. Um but that's what that is. So if you go back to this page for debt service, you will see that we now hold uh the last second to last year of uh debt service on that 2002 bond referendum that is still on here. uh that will fall off next year. You will see that there's there won't see there's two of them, right?
062There's two of them this year. One falls off next year. The last one falls off the following year and then that is completely done. I have now added uh a line for both principal and interest for the EPC that we're working on. I have added a line for both principal and interest for the bonds that we just floated. the 13 million that we just floated that we are approving tonight. And I have added a line for principal and interest for the bonds that I anticipate >> the page >> right before the page right before the debt service schedule. Is that debt service on top? >> Okay. Thank you. >> Okay. And I've added a line for principal and interest for what I anticipate. Um, I put it in for the full amount of the bans
063that we're currently holding as if the legislation that that we are supporting uh does not pass. I put it in for the full amount. So, this is the highest level of exposure and everything on those claims and on that debt service should be captured now within this budget. We're whole irregardless of what happens. And hopefully this is high and we can pull some of this back out. Okay, but it's all it's all built in. And you'll see as you go down toward the bottom, you get through your debt service, you can see your TANS, right? The tax anticipation notes that we take out. That is where this that this is where that money is uh allocated. And then you'll see the last four lines, subscriptionbased IT arrangements. So again, that's another Gazsby uh accounting for
064things a little bit differently. These are software uh multi-year software contracts that are being recorded there. And then underneath it, you have leases, principal, and interest. And that's where your copy machines are now taken off the other page, the rental page, and put onto this page. >> So on the copy machines, Moren, when is when is that contract up with this with this one? >> That'll be done. We just did ago. >> Couple years ago. Yeah. >> So about what they go through. >> Usually five >> or five years. >> Mhm. >> So I'd like to see us go out of that for >> Yeah. Absolutely. >> Yeah. >> Absolutely. I mean t we don't generally we don't we haven't been putting out a bid. Um we have been using piggybacking on other contracts. Yeah.
065You know whether it's state or local. Um, but yes, we will certainly analyze it. I we and we've also been not necessarily turning the machines over at 5 years. We've been keeping them and just paying maintenance on them for a few years. As long as they're they're running well and they're functioning good, we don't necessarily just go out and renew them. We really kind of wait until they're end of life. Okay. Oh, yep. I included just for you to take a peek at. This is the $13 million well actually 1,875,000 serial bonds that we are approving tonight. Um, as indicated in the the note that we sent home to you this past week, uh, when the bonds were opened, uh, there was a very large premium that was offered in the beginning. we cannot accept
066a premium that is in excess of the first year's uh interest. And so what they do is they resize the bonds. So we ended up dropping the bonds from 13145 down to 11,875 because that premium is making up the difference between this 118 and the 131. Um, we did very well on this bond, much better than anticipated. Uh, and the resizing is good, too. It brought the the basis points down even further. They were It was about 2.44 as bid. After the resizing, it came in at 2.30, which is very good. >> The summer month. >> Yes. Yep. It's very And we did it and we did it over the 10 years. I think that's why we did so well. we didn't extend it to the 15. So, I think that that really helped us
067out on the market. Um, so, you know, I'm was very very pleased with this. Uh, and we'll 10 years from now, we'll be writing this off the books. Okay. And finally, we have interfund two more. Two. Finally, we have interfund transfers. Uh you have your interfund transfer to special aid fund. This is for Bosey's special ed summer special education programs. The the uh state pays for about 80% of them and the district pays for the other 20% approximately. So this is our share of the summer special education programs. This is just how it's accounted for because it's run through the special aid fund um and tracked this way. So it this is really just a transfer from one fund to the other fund. And then the last one is our transfer to capital fund which
068you will see I have not yet reduced. I have left it at the 7.5 um when all is said and done with the CVAs and we know exactly where we're at and the the pending legislation will we may revisit this. >> Okay. Uh, but I also, you know, we do have renovations that are very necessary to accommodate our growing special education population here at the high school. Um, so if we can incorporate all of that in this and have this ready to go next summer, um, I will try to get all of this done. Okay. And then last page. Oops. I'm going to go to this page. I did uh we just passed around to you the five-year capital plan. I'll come back to that in just a minute. Let's go to the last page
069uh which is the summary page. Again, this is my uh this is how I balance the budget as I'm putting the budget together. Since I'm not using a budget program, I'm using Excel spreadsheets, which is probably a little unconventional, but that's how I've been doing it for the past few years since uh Bold took their budget system down. We have now done uh budget presentation one was where we looked at town of Icelip rates and >> um those kind of things. This is now budget presentation two, right? So, you'll see that in the first box. Uh, the next one that will be, you need to move a couple boxes over. The next one, budget presentation three. I think this is what I'm going to do. I'm still kind of looking at that. I have to
070have that done by Friday since we have the break week in the middle so that you have that for the following week. Um, but I have not yet started this one. I'm not sure if I'm going to do the two fours or if I'm going to jump over to the three. I think I may jump over to the three. And that is all of the department budgets. Um, so remember that I'm showing you not just the percentage of the budget in that, but I'm showing you the percentage of the total budget codes out of the 700 or some budget codes that we have. That presentation number three is 40% of the budget codes, but it's only 3% of the total overall budget. >> And they all stayed flat from last year >> and right well
071right now they are because I haven't looked at them. I do I but I anticipate that they will other than maybe moving some money around for UPK because I really haven't given them a budget in every category where they should have a budget. So I think I'm I'm probably going to throw at least a couple of dollars there. For instance, they are doing field trips this year and I don't have field uh field trip allocation for them. But other than on special education is in there as well, but I don't anticipate any large increases in that. I think it'll stay pretty flat. So, you can see down at the bottom right uh where this is where I balance everything and make sure that I didn't put any numbers in the wrong spot in the wrong
072column. So, last year's budget is still balancing. Uh to the to the far right under revenues, you can see where I put in what I anticipate our revenues will be next year. Again, the budget process is now upside down. We used to start with our expenditures and say this is what we need to spend. now we're going to have to raise this much money by passing this bud this uh tax levy increase. We don't do that anymore. Now we know what the tax levy increase will be. Uh and so we go backwards. We say this this is these are our revenues. This is what we have. We have to stay within this amount of money because this these are the monies that we can raise. So I put in our tax levy which we talked
073about in budget section one. Our estimated tax levy increase. Those numbers are solid at this point in time. I put in the state aid estimates that came down after the uh governor's state of the state and then our other revenues which haven't changed. Uh so we're looking at a total budget next year of about $211.5 million. We have in this budget session because I have written in all of that debt service that that was we've I've increased these budget categories from tonight just under six mill just under $7 million $6.8 $8 million, leaving me with about 2.6. Uh, as I continue through the rest of the categories, that's how much money I have to now allocate until we're done. >> What's this actual reconciliation at 2425? >> That's just making sure that I don't change
074a number in the wrong column. >> Okay. >> Right. It's just it's just totaling up all my sheets and just saying, "Oh, Moren, you made a mistake or you didn't make a mistake." So, as long as that comes out zero, I didn't make any mistakes. >> So, that's I don't need to be looking at that. You don't have to look at that. Okay, >> that's for me. >> Okay. >> Right. You're looking really at the >> above it. >> Well, just to the left of it, that two 2.677 million. That's how much money we have left to allocate across the codes. And then we'll go back up to what we just handed out, which is our five-year plan uh on the buildings. Joe and I still have not had an opportunity to go over this,
075but I did take the time to um make the changes that we've already been discussing in particular with uh the EPC and pulling out the solar um putting strikethroughs on some of the projects that have now been accomplished. Um but much of this has not really changed. Anything in gold is a part of the EPC. Anything in blue would be coming out of transfer to capital that we just looked at, right? That where we have $7.5 million in transfer to capital. Uh, anything in green will also be transferred to capital, but it's transfer to capital that we have not yet accounted for. It's uh something that we have to build into uh budgets right now for next year. Uh that 7.5 I believe I'm going to allocate to the special education proposed renovations at the
076high school. We have not costed it out yet. I haven't had uh I haven't had anybody take a look at that and try to cost that project out. So there may be other projects that will be included. That is still uh in the development phase, but it will most of that money will go to the special ed renovations at the high school. keep and you can see any so anything that's in white those are pretty small dollar amounts those are things that we would typically fund through the buildings and ground budget yearbyear annually we do a few things every year that we knock off the list >> so you and I have mentioned like the auditorium lighting at the high school >> that's not on here anywhere >> yeah that's part of the EPC I
077can add that on here that's very true >> and then it just so happened to be that I at the middle school for the play, which was fabulous. >> Um, and the seats were kind of wonky. Do they just get tightened or does somebody sit and check them? It was kind of like leaning and I was like, hm, I wonder where the last time somebody went in and just >> Okay. >> You know what I mean? >> I'll take it. It was just strange. I was with Jen and >> Yeah. Like, could it be adjusted or is it >> is it something you just got to maybe tighten a bolt or something? I don't know. It might be worth >> You'd hope it was that simple. >> Yeah. You'd hope so. >> Oh, it's not
078that old. They did it when I was there. >> Yeah, it's not that old. >> Well, that that's sometimes, Stephen. >> I don't want to like really slam you, but >> same as my first year. 2001. >> Yeah. So, 25 years. >> 25 years. >> It still looks great. >> It looks good. Sit in the seat. It was like I was going to slide right out. >> Okay. >> I'm a stand. I usually stand. >> Well, they gave me a seat. >> It was standing room only. >> It was fabulous. The play was fabulous. >> Actually, Guy was mentioning the bleachers in the new gym at the high school as well or starting to show where >> on the bleachers in the in the high school, they're starting to show up in the plastic the
079benches that are up. A lot of them need to be replaced. >> And I was just telling >> some things that I guess as we're out and about, you might notice. >> Absolutely. >> Yeah. >> I haven't been in at other buildings, but I just happen to be in that seat. >> I was like, the jet, is this me or >> No, they were both a little >> wonky. So, anything in um gray is what I consider to be low priority um and really not something that's currently under consideration. Right. We need to uh get this EPC up and moving. Hopefully, we will be in construction uh with the EPC this summer starting in July. Uh we are taking meetings. We do have a timeline now. Um, everything has pretty much been sent up to
080SED, but SED really needs to look at the changes we made pulling out the roof and adding in the boilers. So, there's a little bit of approval lag time on that. We're hoping to have all of that done by the beginning of April so that we can begin ordering because some of these boiler sections could potentially have four to five month lead times on them. Um, the largest savings from the EPC are going to come from switching the district over to LED. That'll be easy. We don't have to worry about parts and pieces on that. >> That's this summer. That will be happening. And auditorium, there are some pieces with the auditorium too that that may have a four to five month lead time. So, we are working on a very tight time schedule and
081hoping to accelerate it as much as we possibly can. But, uh, we will be in construction on that this summer. in addition to uh the middle school special education rooms that Rob has been working on. It's been doing a great job with that. Okay. Uh I'll just keep kind of going down. I don't think there was anything with South Country. You know, we've got nothing. It's in just great shape. uh Gardner Manor. We've still got a couple of We still have other boilers to do, but I have I do have some money allocated for it because I had the money set aside for Brook Fifth and South Country and they're now part of the EPC. So, I don't need to take them out of transfer to capital. They're going to be covered. Um so, South
082Country is looking really good. Garner Manor, we'll still have to do some boiler replacements. Uh Fifth and Brooke are also looking looking very very good. I mean, the buildings really are in excellent shape. I've got a couple of things on here. Some classroom ceilings yet at Mary G. Clarkson that need to be replaced. U second floor VCT tiles at Brook Avenue. I've got a couple of big numbers on here yet and I'll try to figure out when I can fit those projects in. They're they're small. They're easy summer projects. >> Is there any um talk I know there's been some communication about the sound system at the high school out on the field? >> Yes. that would likely go through a combination of donations and uh general fund. >> Okay, >> that won't be transferred
083to capital. >> We're looking at it. I think we have quotes, >> okay, >> already that we've been looking at. We're just kind of going back and forth and trying to decide. I really need to see where those are the kind of things that I try to fund at the end of the year when we're starting to wrap up the budget and I see how much I have left, but last year I had nothing left and this year I don't anticipate having anything left. >> We're we're tight now. We're we're really tight still because of legal expenses and the interest on the on the bands. >> Yeah. >> Uh so I don't know what I'm going to have left over. >> I think probably nothing. So it may need to wait one more year yet.
084>> Okay. >> But it's it's on the list. >> It's probably >> not this list. It's on Yeah. the list in my head. >> Okay. And got some totals there so you can kind of see what's what's sitting around. >> But you have to applaud. There's a lot of schools that don't do what we do with our schools every year. >> And uh the way that we keep up on our schools, the way we change things every year, we're always doing something to our schools to make it better. And a lot of schools don't even do that all summer. They wait 20 years, 25 years, and they go for these huge bonds. And it really should work that way. You should have just like we're doing it here. And that's why we get all the
085compliments we get because you guys do a good job. >> Buildings are good. >> Maintenance of the buildings. >> Thank you. >> Really? >> Yeah. Joe's great. >> No, we had 40 teachers yesterday from around town of Isa in our future leaders academy. They were all so impressed with Brooke. >> Yeah. >> First time school. >> Yeah. For the age of that building, right? Looks really good. >> Yeah. >> Looks really good. >> All the buildings look good. >> Yeah. >> You only got to put elevators in them. We got to put elevators in them one day. Find a way to put them in >> the front. >> Three years from now. >> Huh? Three years from there is a way. I talked to Joe. We looked at it. There is a way. There's a
086nice way to redo the front entrances >> and to go into that top closet by the stairwell. So, kind of works. >> It's good. Yeah. So, >> costly. >> Brookfield. Yeah, it's costly. It's not It's not It's not uh cheap, but you got to be ADA quality. You're supposed to be >> Well, we don't because of grandfathered in, but we should be. Yes, that is certainly something that we should consider down the road. >> It's on your list. I see it. >> It's It's gray, right? I say about gray low priority, not funded. >> Uh, anybody else have any questions? >> No. >> All right. >> Thanks, M. >> Well, you're not done. >> You have the first >> That's We're going to take >> Okay, we're going to wait. Yeah. Sorry. All right. My
087apologies. >> No problem. >> Okay. We are going to go over um some more board policies and tonight Jen is going to go over the policies of public participation and executive session. All right. So, um the first one is public participation. It's policy 1230. Um I would like to just start this because a lot of the changes that you'll see through here were recommended by New York State um schoolboard association. Um, and I'd like to compliment our community because um, while we're putting we're adding these, we don't really need it. A lot of this information, especially towards the back, is because of some of the um, the conflicts that have um, appeared in recent years at board meetings um, with communities not being respectful. Um, and Beayore doesn't have that issue. So, I like to
088compliment our community and our our board and cabinet on, you know, just keeping the communications open and civil. So, thank you for that. Um, anyway, so some of these are just basic um like we've seen in the other ones where we're we're taking anything that says shall or um and changing it to a more um current comment um or wording. Um the first paragraph, you know, we just have some basic we're changing it from public participation to comments, which is what we always call it anyway. Um and this is more of a question for Kaitlyn because I do know that um in the one that we have that we're looking at right now, we didn't put back in the 30 minutes of public >> go through the one that's in your packet. Everybody has an
089updated one from our notes that we did. >> Oh, there it is. Okay. Sorry. It's right in front of me. I'm looking at your packet. >> So, yeah. So, this one, um, it's just the yellow stuff obviously is what we changed. So, it's just basic. Um, thank you. And so, we added that back in. Um, we are changing we're changing we're taking away the behar union school free district and just making a person's wishing to address the board which was a recommendation by by NISMA's legal team. Um, uh, we're taking out this sign-in sheet even though we're not as a procedural thing. We're the sign-in sheet is still going to be there. So, anyone that comes here is going to have a sign-in sheet in the back with some basic communication. um questions so that
090we have an ability to know who's speaking and how to follow up with them if necessary. Um but there, you know, but they changed the language to say that we'll advise the district clerk within a reasonable time. Um we're not going to require people to talk to Caitlyn ahead of time to to talk. We're still going to allow people to come in the day of meetings, but this is just the wording that NISPA is is recommending. Um so that's all that's what that is even though it's it seems like a lot, it's it's basically just >> the yellow was added, right? >> The yellow is added. Yeah. >> Um so we're not really taking anything away from that. We're just adding it. >> Um and then we also put a line in there. Again, this
091is their recommendation that the board president um can limit the number of repetitive comments um just to keep within a reasonable time frame. That's just if you find that multiple people are talking about the same thing, saying the same thing. Um that's within the president's uh >> Discretion. Thank you. I was gonna say jurisdiction. I knew that. >> Um so that's that. >> Um you know, this just speaks to the third paragraph speaks to the presentation um being as brief as possible. Um we've always had this between three minutes or no longer than three minutes. the and and speakers cannot give unused time to other speakers. The one thing that I and we kind of went back and forth on this and I would like your guys' opinion because this so the speakers may comment
092on one any matter related to district business two any agenda item or three matters related to agenda item specifically blah blah blah that number three um seems to me to encompass number one and number two. So I don't know we that we need all three of those things. I think we can just keep three and get rid of one and two, but >> yeah, it does seem a little repetitive. >> I mean, it's worded slightly differently, but it says I think three covers. >> Maybe we can get the same idea across without having three. It it it does seem repetitive. >> I think by going giving it number one and number two and then take out number three would be helpful because in our case, >> we do one before the meeting and the other
093after the meeting. Oh yeah, that makes sense. >> So segregating them that way. So, and then get rid of get rid of three. Get rid of three. >> All right. >> And they might I'm sorry, they might be reversed because speakers may comment on one any agenda item because that's what comes first. >> Oh, yeah. So, we could do that. >> And then two could be any matter related to district business. And we might even say prior to and after. I mean, if we want to, we could add when we have when we do it. >> You know what I'm saying? >> Yeah. We we kind of addressed that in the first paragraph um because we set aside the first part of the board meeting for agenda items and the 30 and the second 30
094minutes is >> this is the policy, right? We don't need all the details. Yep. >> So for me, it encompasses it. >> Yep. >> Excuse me. >> All right. So, we'll keep one and two and get rid of three of them. Yep. >> Um and we're getting rid of the questions that neither board president or superintendent can respond to based on research. Um, you know, that's something that we we take into consideration as a as a case by case basis when something does need to be added. Um, we just have to put in a in my opinion, we need a comma in in the fourth paragraph. The board will not they move discussion, >> but I think there needs to be a comma after session and and after session. So that's just my that's that's
095my little grammar. >> Yeah. >> Um we added an observers instead of speakers um because we'd like everyone to conduct themselves in a civil manner. Again, it's not this is not an issue for us here, but it is something that's that's other board members have seen unfortunately. >> Um and they changed the language from lielist to defamatory. Um, and so that just kind of deals with that. Um, that's another shell coming into the the new century of language. Um, they did add commentators should not expect to engage in discussion with the board. However, the board may correct comments that are not accurate and may refer to an existing policy when it answers a question. I mean, that's something that we do regularly, so I don't see any issues with that. Um there are no changes
096to the next paragraph then the president will responsible um as outlined. So like these paragraphs are all they're all new and they all really much and I'm not going to read all of them. You guys can can review them if you haven't already. Um, it basically just deals with if a meeting gets out of hand and how um we how our public would ex would expect us to react to anything like that. I I don't I don't see it ever being an issue. So, but it's recommended to have that in there just to to cover all situations. >> So, that's that one. >> Any questions? All right. And then the next one's a little easier. Um, not too many changes. There are some shells that are being removed and the gray area is just there
097were um you can go on Nisba's website and see all these things, but this was something that that Caitlyn decided that was was interesting to just see what their their logic behind that. I think that was good to keep in just so this won't be part of the policy in the gray. It just explains why they're making certain changes and and uh and it goes over kind of the the way executive the the legal um requirements of executive sessions how they work. Um this is something we do. The yellow the motion to go into executive sessions must be detailed. We always say what um overall topic we're going to be discussing. So we're already doing that or it just wasn't in our policy. And The next yellow paragraph also don't think that we here as
098a district need to because it's something that we follow without a policy, but but it's recommended. So, we're going to put that in there. Uh, basically, it's just talking about how um individual board members can't act on their own, but a board as a whole can can react to certain and disclose decide to disclose some things. And the rest of it is just um shells to different wording. So, pretty pretty simple. Okay, thank you. And then that's it for work session. So we will go immediately >> um to exit. Can I get a motion to exit work session? >> Motion second. >> All in favor? >> I. So carried and then a motion to go into public session. >> Motion. Second. >> All in favor? I >> I so carried. And we'll stand for the
099pledge, please. You want to lead us? >> Yes. >> To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Um, we don't have anybody in the audience, so there's nobody for um any questions on the agenda item. We only have one item today. Two items today and morning and they will be handled by Miss Bassinger. Um page C1 toward >> On page C1, the board will find a motion to award uh $1,875,000 in serial bonds to the lowest bidder FHN Financial Capital Markets. We recommend it approval. >> Motion second. >> All in favor? >> I. >> So carried. C2. >> And on page C2, the board will find a motion to authorize a general fund
100budget revision to totaling $44,500,000 for payment of settled CVA claims, the balance of which from the bonds that we're passing tonight are is being funded by uh prior insurance carriers. >> Can I get a motion? >> Motion. Second. >> All in favor? I >> I. So carried. Those are the only items on the agenda. That would end the public session. Um can I get a motion to end public? >> Motion. >> Second. >> All in favor? >> I I >> um the board will go back um to discuss personnel. Can I get a motion to go into executive >> motion? Second. >> All in favor? >> I. So carried. >> Thank you. Have a good night.