Board of Education Work Session - March 12, 2025

001e e e can I get a motion to go into work session motion second all in favor I I so carried okay let me just first up is the midyear data review good evening Mr pashin and I want to thank you for the opportunity to again um touch base with regard to the district's growth and performance analysis and this analysis is going to focus on students who particip ipated in the fall and winter diagnostic administration of I ready the students who are on a personalized portion of the program uh receive enrichment and development of their skills and you have students who uh receive support in the skills with which they need additional assistance so more students as you can see from the numbers participated in the mathematics Diagnostic and that is because the reading diagnostic

002is administered to students in grades 3 through 8 K through 2 we administer a different assessment so when looking at the specific number of students who grew and that is that middle number it includes most of the students who were assessed um Mr pashin and I will share specific grade level information in a future slide some reason you're not seeing the bar on the screen but you guys have it in your presentation so these are looking at these are the I ready placements uh midye comparison as we look at uh the time period from Winter 2223 to Winter 2425 so we're seeing a three-year period and these are displaying it's important to understand this that these are displaying different groups of students we'll get a chance to look at the same group over time but

003this is looking at different groups of students uh and the important part here is that students had to take both fall and the winter diagn notic to be included in each of these U pieces and as this was shared with us and discussed one of the things that was mentioned was that the and this would come from I not us because we wouldn't have this information that compared to other national results which have appeared to showing a slight dip in performance uh over the years we are showing uh a very steady uh progression in terms of our our growth in both math and re reading so that was pointed out to us as as something that is positive as we look at this and so with that you have to keep in mind that the

004standards change of course by grade level each year and so to Hold Steady certainly is something for us um to celebrate with some improvements that you'll see along the way Mr Pas can share the overall percentages and here we see the grade level breakdown uh you'll see the comparison of the years um and students who are on or above grade level um have held constant and the number of student students performing gr performing the students performing below grade level expectations in this area certainly is something that we are addressing is I'm sorry is that where you would see like if you went backwards from fifth grade like the 24 25 would be the 23 24 oh no yeah so this is still different groups of kids yeah and that's a good question to point out

005because we're still looking at different kids during those particular times yeah and the 23 24 those would be 24 25 fifth graders I think that's what you were looking at but there's they still could be different students because they still needed to take the assessment both of those time frames okay thank you it's a good uh item to point out because essentially what we're doing is from that original summary we're now breaking it down into the grade levels um so that you saw the K through five and this slide is showing the placements from in grades six through eight uh over that time span and um notable here again as you see some really nice results particularly in sixth grade where our uh early on grade level above grade level is uh showing some some

006nice percentages uh and uh you know the seventh and eighth grade we tend to see that you'll see that when compared to some benchmarks throughout the country that that is somewhat typical as a students move on through seventh and eth grade and so one thing that Mr patkin and I want to also point out is just because the students um are we're seeing an increase in the number of students who need additional supports it's not something that is being ignored we also want to point out that and you'll see this in a later slide that um that because the students are not performing at grade level it does not mean that they did not grow and so we're going to touch upon that um in a later slide but this analysis is focused um on

007this Slide the reading diagnostic results and so the um the students in this particular slide from Winter to Winter is the comparison and you'll see that there is a jump from the fourth grade to the fifth grade uh that Rob and I have Mr pashin and I have discussed um specifically about the interventions that are being provided for the students at those grade levels in order to address that yes you know I just said it to Andy I was like the math comparison 6 to8 and 3 to8 I just don't like those numbers in the end the 36 to 31% 33 32 36 36 and 33 that's high and and that's something that we're going to show at the next when you when we look at norms you're right but the Norms are showing similar

008kind of trend across the entire country with as students get a little bit older they send to there there is a higher percentage of students that fall behind but it isn't something it isn't something that we're not addressing or that's being um ignored or overlooked because we do recognize that the skills and the standards that the students have to meet are ones that we have to make sure that we are addressing so we've implemented a number of different supports both in school and after school for students so that as they move up in the grade levels because these students um are not ones that you would see have utilized the um current mathematics program that we have in place and so some of those mathematical discourse um I guess benefits that we've seen in the

009classroom may not necessarily show in the results that we're looking at right now are these our tests are these the state tests so these so with our op out levels the way this is IR this is a diagnostic new yor state assment it's not so it's all stff can you it's ours but it's it's a computer based exam yes right that oh it's still a computer based exam that's developed by the IR company it's not something the district created it's not a district created exam okay it's a computer exam created by every kid is taking this test the same One Across the Nation but every we have kids most everyone yes this isn't part of that out and so we do have a population of students that do not participate in the diagnostic assessment and

010so those are our 811 or Ava students they do not participate in taking the diagnostic the majority of the students and to your point any any of the below grade level it's particularly pink and red is not anything that any District wants to that we want to have so we're always working at reducing those numbers and to Dr Al's point the most I I say like I said it's just when you when you as me and maybe maybe me and Andy or anybody looks on and we see that big red number you we're like holy ma what's going on you know what I me and that's you know what I'm saying that's and there's also though there's an end of the year assessment as well so you're looking to see say your full Year's growth

011so the to the yeah so the tough part here with this is you know between the numbers and the colors it's uh when you're trying to to look at where we're at so the kids that are in the in the green that green band they're already they're already at the level of where they're expected to be the kids in the yellow is the group that's the group that's moving towards that that's what you would expect to get to by the end of the year and the group that's in the red is the one that are behind we're trying to accelerate the growth however you'll see from some of the things that we're seeing just because they started or they're in that level does not mean they're not making growth they're just not catching up as

012quickly as we would like them to and that's what we're trying to work towards that's the whole that's the whole idea but at least we have work we have information to work from that the teachers can use to try to help them and Mr pashin and I want to point out this is a winter to Winter comparison which means we're only halfway through the year and so we thoroughly anticipate that by the end of the year when we do a comparison when the students do the diagnostic again that we will see a difference is there any belief that any of this has to do with being in the middle school I'm talking about that age group I I I think you'll see from the from the Norms when we look at them that the the

013particularly concerning and we talk about this the bands in seventh and eth grade are typical for seventh and eth grade maybe not to the extent that you know that when we look at it but you'll see in the progression when we break it down that that's happening in middle school for a variety of reasons in middle middle schools for a variety of reasons can I ask another question also do we and I should know this but are we using an I ready program in the middle school I would say no so you have a curriculum and if we had an I ready curriculum in seventh and eth grade and then you tested an I ready there'd be a certain level of matching alignment alignment so the questions could be written certain way that doesn't necessarily

014perfectly line doesn't mean the content is not the same but it does it could make a difference and I don't know if anybody else I know I would not be able to take a math test on a computer so I think that might also be another where you see um the reading and the math could be a discrepancy so if the curriculum and the test is not because if you're taking it you're doing tests and quizzes from I ready and then you take an I ready test there's a little bit more consistency I'm not saying we shouldn't do it just absolutely reason it could be a discrepancy and to your point again sixth grade is typically where we see that kind of shift from the elementary model and now seventh and eth moving more towards

015a secondary model and that now the time structure is shifting a lot with how much the the material has to be covered in class so there are some shifts there that would make some sense as we move forward so is I ready the test that that when you start answering questions right they get harder and harder and if you answer them wrong it is an Adaptive assessment that's what it's an Adaptive assessment that if the student continues to do well it's going to present them with more difficult questions in order to see exactly how much they are able to um to how far they're able to go this might make you feel a little bit better looking at this information because this next slide is showing the placements in math uh in particular math as

016compared to other benchmarks New York for so far for the year year National for the year and nationally normed and the Norms have to do with looking at groups representative groups and you can see the comparisons here are much closer than and and much less to three grade levels be below than they would than they you've seen in the compar with the other slide so this is showing that we are very close to not only the state but also the what's taking place throughout the nation and that's not you know again we have 27% that are already at the level mid year they're already at the level mid year 50% that are working towards that level and then working with a smaller group a quarter that are that are behind that are trying to catch

017up so we'll break those down for you so you can see them based on the grade spans and this is just a um grade breakdown and so you see kindergarten there isn't any um below grade level because those babies are just coming into us and so that's where we are working hard in order to um help them develop number sense and as the years go on you see that the grade level standards um and those um deficits if they did not acquire fluency in those skills that's where you begin to see in the uh lighter red that their areas of deficits that need to be addressed can I ask you a quick question um as far as who's tested would that include um all new enroles like enl students as well and the elll so

018you could have students that have minimal English language and this is being offered in English is that true to some extent if they were taking both in order to be included in this particular report they needed to be taking both the fall and the winter right so if they did then yes but they could be very new to the country without a doubt yeah okay Y and again you're seeing here where so we're all the way to the right in each of these columns for per grade level district and then compared to the other so you can see very comparable throughout each grade level yes and just that in most cases you'll see here that the district has better results um than the national and New York standard and as we move to grades six

019through eighto to your point um you're seeing more of the more higher percentages two and three grade levels below but if you look at particularly in seventh grade in sixth grade we're actually outperforming the state and the nation in terms of the norms and the how they're doing Year date in seventh grade we're very close e8th grade it's a little bit higher but we're still you're seeing those same Trends taking place through all kids not only in New York and but also in the country some of it again to Sue's Point has to do with the change in structure you're also dealing with kids who are know that this is probably their last time doing I ready so there's that piece of a little bit as well they lose a little little motivation and momentum

020you know the kids in sixth grade they're a little more gung-ho about it based on what I you know we seen speak to the teacher so getting that momentum is true and again the the computer aspect is is to be um somewhat acknowledged as well this uh next slide is showing growth across Baseline placement levels and uh is based on where they're beginning of the year and how much growth they've already received so any area that is in dark blue is showing a significant amount of growth greater than 50% and students that began the year with a baseline of two to three grade levels below have already shown at least 40% growth in every single grade level wow so just because they're starting and they're behind does not mean that they're not making growth they're

021actually making more growth than then many of their counterparts they're just starting a little bit further behind the G is trying to get them caught up a noteworthy highlight would be the grade eight two-year below group has already shown 100% 100 over 100% growth 110% as a halfway point as of the halfway point in the school year so they've already made a significant amount of growth based on where they've started at what point do they get moved to the level above them like so if like I see 110% so why what are the cut points yeah like why it varies depending on the the individual student where they're starting so it' be hard to tell you for sure I don't I don't know if we'd have that information but it's a good question we can

022ask and see if that's you know again it probably varies to some degree and also by the grade as well by and sometimes it is about growth it is you know it's not just about obviously we want people to be on grade level um but you know you go back to all children will will read all children don't read so are where's your growth and at what point we have a high percentage we have a high graduation rate so things are we're doing the right thing yes and the teachers work really hard they are always seeking a number of different approaches to support the students because as we all know our babies have different needs now than they did um you know even the year before and so they they are working to make sure

023in this slide demonstrates and shows that again as Mr pashin mentioned the growth that we are seeing and experiencing is tremendous um in the early uh on grade level and mid or uh above grade level that is where we are pushing so that those students who are on grade level continue to grow and develop and are able to challenge more difficult topics in mathematics and are able in this case this particular SL slide are able to read more challenging texts I'm just curious so curriculum wise um our math program that we just adopted a year two three three years ago where what grade does that end that current that currently is in K through five so like because I know that we've done so much work on our reading curriculum internally and and you've worked

024across so many grades that I feel like like I look at those numbers for reading and they're amazing as far as the growth of what these kids are doing and I'm wondering like like with math I know so we've got K through five so what happens in the middle school like you know and I know that there are kids that in eth grade that start taking High School levels but like the kids that are below grade aren't aren't in that so what are they doing in sixth and seventh like what kind of curriculum are they looking at I'll speak a little bit to um sort of what I know but there is a lot of pullout supports that are provided to students who need the additional um assistance so that they are to De they

025are able to develop fluency um in those foundational skills with mathematics that will help them um to answer the questions that they get in class and in the assessments on on their grade level yeah is there but is there like I don't I don't know how to ask the question is there like a collaboration that where sixth grade material kind of flows from fifth grade or is that hard because the program we have kind of the support ends in fifth grade like so like how does that transition happen I guess I understand what you mean with regard to the topics and so do the topics that are um addressed in fifth grade are those ones that they address in sixth grade and then move forward yes and I would say yes because there are foundational

026mathematical topics that pay through 12 they're addressing and so those topics remain the same and the way that they approach it is what's different it's not the program um itself so they're still doing the same topics it's just the way that the sixth grade teachers approach it is a little different but still continues to prepare the students taking them from where they were and where they are and then they are moving them into high school like presenting it in a way that children are able to then challenge their mathematical courses but I wonder if that's that transition like if it's I don't know what the solution is but like like I wonder if it's that shock that like okay now we have to prepare you for Regions so we're going to have to start teaching

027you differently I don't know well the sixth grade math the issues seem to be more more seventh and eighth grade yeah not necessarily sixth grade so maybe as they tease out and they start taking the High School courses right I think those don't necessarily align with the I ready you know if you're in eth grade you're taking the algebra for nth grade or whatever the nth grade course is in eth grade did they still take that already the honors kids yes everyone stay but you're shifting again to your point I think that's when the shift starts to happen to getting them prepared for high school for for be for High School courses and and that and that so it's a different way of connection between I and and that is is you know is maybe

028different because of correct and we'll talk to Mr Men yeah thank you sorry uh we also wanted to include a little bit of information from a longitudinal standpoint to show how same group of students is performing over a three-year period so this is the aspect of looking at the group and seeing as they move along uh in order to be included they would have to participate in all of the testing sessions so the numbers might be slightly different or lower than looking at different groups of students like we did before and since it's is a threee comparison um the current youngest group to be looked at is grade two because we wouldn't have the grades one and uh grades K can be included any younger students we wouldn't have that threeyear period so we're starting

029at two just keep that in mind we didn't exclude them uh these scores are showing comparisons to grade level peers and are not showing Proficiency in the skill so this is purely a comparison to other kids that's what it's showing when we when you show this information and it's basically where students Fall by percentile in comparisons to the Norms or or the student scores so we'll start off with um element yep and this um analysis illustrates that the students are where we would expect them to be which is performing near the 50th percentile because remember it's uh um midy year and your year and when viewing a winter to Winter comparison we notice that the percentile rank increased over the years you'll see um that there are um it there's some that do not have

030the black ring around them and all that is is the Fault um assessment that was given 2425 and moving forward with grades 6 through eight again uh with these percentile comparisons in grade six you're seeing some nice steady gains from one year to the next in comparison with their peers grade seven showing some gains as well and a little a little bit up and down in terms of that but over all if you look at 22 23 to 24 25 you're still seeing a slight increase when compared with the percentiles and see in grow in grade eight uh it's increases and and ends up at least where it started so again they're staying where they're at which is you know uh as good as what we want it to be and very close to the

03150th percenti can I have two questions one would be when we were talking about sorry sorry the math um I'm wondering if and that might be a Chris men's question it might be fair to get like what our eighth grade how many students are taking eighth grade regions which is the ninth grade regions and what's our passing rate for that that might be a better indicator of where students are at least in math in eth grade then and how many out of all the students are trying to take that in eth grade so that might be just something else and the other thing is and I don't know if it's possible but I like the cohort breakdown is there any way like with these numbers you could take the same cohort and show like kindergarten

032then the next year first grade like these so have the same students compared to each other in that way with with their with their performance not necessarily the percentiles is that what you're saying well whatever these are the same grouping of kids across and making sure it's the same yeah is that does that make sense we'll ask I feel like that for me usually pretty good if we ask they're doing in first grade and even if it's winter it doesn't necessarily have to be I'm not looking at the end of the year with the information that's here but where is that same grouping of kids mid year mid year mid year I'm just curious are they at the same point um are do we see more that are moving into higher you know just I

033feel like for me that's comparing the same kids always make sense to me so one last I know you done biggest question I get is is when we everything comes out a news day and all these papers and all that stuff we say how great we are how great we are how good we are we we know it right we see it we don't see it but on paper to everybody else they don't see it in the paper like when these other schools are getting gold gold gold we're getting bronze we're getting this we're getting that how could we achieve to get these other marks by Camp or or is it that our system is so big because we got to big system with a a big mix of kids where we can't achieve we

034cannot achieve it with those numbers because the numbers just aren't achievable no it's at the growth no but you you talk about the article news the other day and you know Rob can speak to this um in detail you know we offer AP and IB that that article talked about AP exams so that kind of can skew the article as well and there was I know Rob pointed out there was some school districts that only offer IB that were not in there and the other point that you we had there's one more well I'm not I just use that as an example what I'm trying to say is when okay when Kevin Kelly was alive Okay Kevin Kelly would always call me because he's he's he was a statistics type of guy and you go

035we didn't make the paper again because you know this and that so what I'm trying to say is I I I'm looking at our numbers we good and I know how good our teachers are it's just that you know when everybody looks at Bay sure they don't see it you know they don't when they're when they're marking us they don't see I remember when when was talking about that ever since and particular that that metric that he was I think he was referencing had to do with the percentage of students taking AP courses AP exams in comparison with the graduation the graduation class and we were not included in that for many years but as we brought in our IV program because that also counted we then were recognized on a yearly basis and I

036think ever since then we have been because our overall numbers of kids that have challenged AP and IB classes compared to our graduation cohort has gone way up so that is something that each year we get from us news and World reports now they like to change the metrics on us because when certain schools districts are left out they get a little upset and so initially we were very high and then that shifted a little bit but we are still reaching that um so it really depends a lot on the metric that we're looking at here and has shifted over the years it used to be Washington Post they had one metric then US News and World Report had a different metric so it's a little bit tricky to to um to see but I

037I agree but you know what I'm saying right I mean I'm not I'm not debating about any but I know what we're teaching here yes and I know what kids are getting on I know we're sending kids college ready that our kids could go to college and they perform yes okay so they're ready to do stuff but it's just it's we we can see it here but the problem is the people outside looking in don't see it I'm gonna say go ahead no no that's that's I'm gonna comment to that because I don't think the numbers or any number ever tells a whole story and I think that you look at the graduation rate you look at progress you look at growth and the fact of the matter is if you look at our um

038student population the numbers you have a number of districts that enrollment is going down correct our enrollment is not going down in fact there's more years that have probably cre up so I think that people might question it but people are still coming and enrolling in this District because they so so people are smart enough to say the numbers aren't the whole story and here's another thing you it's about growth take a sports team who had a record of one and 20 and the following year they're six and 12 and the following year they're you know so it it's growth across the board and I think people who are coming into the district know that know that that number and we've always been that kind of challenge that challenge has always existed but it doesn't

039stop people from saying they've got good programs and I want to live in that District so the numbers are the numbers I I appreciate the presentation and and stuff and obviously we always want to show growth and and students at grade level um but like you said the host of students that we are educating is wide and varied and and all this students are all going to be at grade level every student's going to graduate that's that's a fallacy it doesn't happen it's not real and kids are going to exceed at the level that they can exceed and I think we bring the students to their highest level challenge them enough each student at their individual level that's just a personal we have open enrollment in our AP and IB exams not every District does

040home District doesn't have that right so again I think where Rob mentioned you know the percentage of our students that are actually taking those exams if we had a metric to show that compared to other and achieving too it's not just taking it's achieving at a certain level so but to your point if it needs to be something that we make more mention of you know that might be something that we Fus think I would like to try to sell it more progress and the and the you know acols of it I want to see more accolo because you know what I know there's great things happening and that's the problem is you know you always want to hear your district is doing this I don't want to hear you want to shine too much

041you know we already got a lot of students here we're already maxed out we we don't have to we don't have to sell ourselves we're selling already people are coming to the district for the programs we honestly I would just not that we should never promote ourselves because we I think people up here are always touting the programs we always complement what goes on here I I think it's selling itself quite honestly that's just me we'll always look for more ways to recog we see that and we don't disagree that the socio economics of our community make perhaps some students start in a lesser place what I think I'm hearing across the board is the growth that's where the teaching is occurring yep and that's where all our Educators who aren't in the room but

042hopefully are out there that's where they're really excelling right because if you're getting growth that means the teachers are getting everything out of every kid that's possible so and they're meeting them where they are that's the thing is they're meeting them where they are everybody's coming in to your point Andy at a different place whether it's socionomic place whether it's a language place um we're really meeting kids where they are and bringing them forward there way to get but kids are starting in a low place and then there's no growth then that's us not doing our job right but when they're starting in a low place and we're demonstrating all this growth that's just a testament to all the good teaching that's y because if you I just asked Quita like so if we can

043get the the growth is what I'm really interested in not necessarily those scores um and and get it broken down on a more demographic area I think that that gives you a better picture of who we're helping and who we need to help and and and by cohort Yeah by cohort if you can do it by cohort too you can you can you can craft a story of of you know I don't that I mean you could you could probably put together a pretty simple one page you know like and I would focus on the growth because the numbers like you know like these guys are saying the numbers are the numbers but they don't tell the whole story so if you you if you focus on that growth and you focus on some of

044the the the finer points of it I think that you could put a one piece together that you could you know put in our schools or something something that goes out to the whole community so they could see that thank you thank you thank you thank you okay just Mr Lee okay we have a course request and Mr leech is here tonight to share with us those requests all right hello everybody good evening and uh thank you so much for having me very excited to be here tonight to discuss with you the potential opportunity to bring two new elective classes to VOR High School for the 2025 2026 school year that would really help to connect core physics principles with uh areas that our students are passionate about which would be Sports and music and

045those two class uh course names would be the science of sound and the science of sports now these classes would be designed to make physics engaging Hands-On and applicable to real life scenarios and it would be an inquiry based project driven model that encourages critical thinking and problem solving so by focusing on uh students everyday interests we would be able to make physics Concepts more accessible and more exciting both of these elective classes would require algebra as a prerequisite which would help to uh open the door and um give us a broader range of students who would potentially be able to take take this course so students who might not have necessarily uh pursued a traditional science course in their later High School career they would still be able to take this course and be

046exposed to the physics Concepts that they would be discussing students would conduct experiments analyze data present their findings while simultaneously fostering valuable life skills such as collaboration and communication so I'll tell you a little bit about each of these uh courses I'll start out with the science of sound which would explore the physic of Music and Sound creation by focusing on three main subjects which would be wave mechanics resonance and Acoustics students would explore how instruments produce sound how wave interference shapes what we hear and how digital workstations can be used to compose and create music in this class students would be able to create an instrument or make modifications to an instrument make recordings of it on a digital workstation and work to create their own composition um and they would be able to

047see firsthand how scientific principles translate into the art of music making this a truly interdisciplinary activity so by blending creativity and uh with analytical skills our students would um broaden their understanding of both physics and the Performing Arts so taking a look at the next course which is the science of sports this would explore how physics shapes athletic motion and sports medicine and they would focus predominantly on Force energy and momentum they would investigate mechanics behind free throws Soccer Kicks uh tackles in football collisions in hockey why is it that you can kick a soccer ball and it can go perfectly straight or if you're skilled enough which I'm not you can kick a soccer ball and it'll make a perfect curve to go exactly where you want it to go why does a pitcher

048hold a ball differently when they throw it and position in their hands or turn their hand and how does that produce a fast ball a curveball a slider a change up a knuckle ball um so these are all of the things that they would explore they would learn Lear how to apply Math and Science to real world athletic situations and discover how principles like energy conservation and biomechanics can improve and reduce injuries so talking a little bit about sports medicine as well through Hands-On labs and projects students would gain insights into physics um and learn that or learn how every time they step onto the playing field physics is at play so every time we look to introduce new courses here at Bayshore we are looking at the benefits uh of those courses to our

049students and one of the inititive of the science department is to introduce more uh physical science elective classes which we have been doing uh I'd like to think a pretty good job at we've introduced uh meteorology astronomy forces of nature the natural disasters course and now we're looking to bring in these two new courses that are more physics based um it would engage our students with topics that they're passionate about it would be Hands-On student centered and project-based learning experiences where students could then take ownership of their learning it would also broaden access for physics to students who would not have necessarily had a chance to take it in high school before or for students who were that passionate about it and just want to learn how it can be applied to these uh subjects

050that they care much about and most importantly it's going to help students see that physics is not just an abstract concept but it's a lens that you can look at the world to learn more about the music that you hear the sports that you play and the just general way that the world Works around us so the introduction of this course would not um it it would be built into our existing schedule already we would not need any additional Staffing or teaching periods built in and we're very excited I've been working well Mr zangler has been doing a lot of the leg work on this and we're very excited for the possibility to offer this uh starting in September so I'm happy to answer any questions that you might have so each one could be

051a standalone course correct yes so they're both going to be I'm sorry I wasn't clear about that uh they're both going to be halfe courses so yeah um and you don't need one without the other they don't it's not like they correct okay so I guess a couple questions so if it doesn't you don't need another teacher you don't need anything else what is that teacher already doing if they then can take on another course are we removing a course um otherwise because I would assume that his schedule's full so if he adds a course are we taking something away right so um if you take a look at the physics schedule as it stands right now there's always flexibility in in the courses that we are offering and right now we are offering the

052physics of electricity and so this could be these could be courses that are cycled into the course offerings every year um and it also gives us flexibility there are a few other course offerings um one of our physics teachers is teaching wow and that could be a course that could be moved to another science teacher who' be interested in teaching that um also looking at the enrollment for physics courses if it is um warranted we could look at potentially reducing one section of a course and offering and introducing these physics electives you know one of the the great things about this class is that it will serve as an umbrella to catch students who otherwise in their their junior or senior year wouldn't have taken physics and we can draw them back in and still

053expose them to those scientific Concepts so and you kind of tapped on a little bit so obviously is there a certain number of students to run the course like if you had physics of electricity and only two kids sign up for elective but 10 sign up for this that electricity class might not run and then this would run so something along those lines right every spring we get the projections for next year and based on those projections is how we create the master schedule okay so there would be a required number to run the of course okay then um materials and curriculum because it see looks like a locally developed curriculum correct what kind of materials and stuff would they be using have have they done this on their own already right so what kind

054of money do we need for that right Mrs zangler is working um very much on the the shifting standards in science with the new uh New York State science learning standards which is going to be affecting physics not next year but the following year so he's been going to a lot of his Long Island physics teacher Association meetings so there's a really strong Community sense in uh pushing courses like this that are Project based and activity before content so there uh I don't know of any schools that offer these particular courses right now but there are student or are teach fees that Mr zangler will be able to reach out to and draw from um and a lot of it as you stated before will be locally developed so there's a possibility that we might

055need to do some curriculum writing for it as far as the supplies that you were mentioning you know you can make a scientific instrument out of anything and that might be part of the draw is you determine what materials and supplies you were going to use to create a scientific instrument so they can explore the different material properties of each of those um materials that they're bringing in to see how waves and resonance is affected with the different uh properties of those materials I'd be interested um as it you know to see who signs up and as it plays out um as far as the schedule of it like a regular course that has a New York state curriculum and stuff to see how it plays out because if you don't I don't want say

056disorganized if you don't have it really organized um the next class the kids are going to be like oh that was only okay so I'm I'm just really interested to see the full semester layout is that something that we could see I mean I think these are great because I definitely had a a child that did not go onto physics did not go past the science that she had to and maybe that I think it could capture especially for that Sports and other kids in music I feel like these are wonderful I would love to see like what kind of you know has has laid out so far absolutely we can work on that yeah absolutely and I think as we're moving to now new requirements down the line you know these could be two

057courses that are fitting the stem credit bucket that is eventually going to be in place interesting and might peque a little more interest we're always battling for science because you know kids tend to be a little intimidated with science classes and this is a nice way to merge some interests so no they sound really interesting I just I feel like I need to see um kind of the more the layout yeah MH absolutely could just interject a little bit the uh the connection between musical instruments and physics is so tight yeah this is going to become a very very popular course I think and the material that it's going to write itself as you go along you probably haven't even imagined where it's going to go yet this is a great idea I think excellent

058idea thank you yeah I love it thank you thank you okay we've got some policy reads and we have Dr Endy and Miss Rivera to go over the uh policy 43212 I was here I didn't know that sounded good right yes hi good evening good evening not as exciting as physic but a must read anyway well it's true um so the first thing I do want to mention is that um this applies to all students I know that immediately you'll think 504 is an iups with us uh but this is for all students so I do want to uh just be sure that you know that um and there's some changes we've updated this recently but there have been more changes since um so I'll go through and then you know ask questions at any

059point I'll summarize some of the uh changes so far though um use of aversives not that we ever use that for the record uh is removed totally from this policy um that is not something that was in ever in our practice but it's something that has been removed completely we were asked to um provide a time limit for the use of a refocus room for a student it's very difficult to gauge that so after meeting with our behaviorists or psychologists and having discussions we put a 30 minute limit uh on paper however we had very clear discussions with our teams that depending on the intensity of how things are going um we may just be there for 5 minutes or 10 minutes however if a child requires 20 minutes to deescalate and they are deescalate

060then we want to be able to provide them some of that time so that they can return to the classroom it depends on the EV flow of the situation yes and every Situation's always going to be different so on paper it says that but please know that we've had discussions to discuss the real situations and what judgment calls we would have to make during uh those situations as well um our staff will be notified of all procedures related to the use of timeout and restrain we have everything posted on the school website um I'm going to go to the next page as usual this is something that we've only implemented as a last resort we have tons of proactive measures that we Implement with all of our students prior to and these interventions are only

061in place when there's a danger to self or others there are no other times when we use these type of interventions with students they truly are emergency interventions can I ask a question just under that um in the same page the one two third paragraph down page two uh yeah page two says the school psychologist or behavior consultant one for parents prior to the initiation of a behavioral intervention plan that will incorporate the use of refocus room um if we're taking out that it's in conjunction with behavior intervention plan does that still need to be in there am I reading it incorrectly or should it so the physical restraint is not to be used the refocus room can be right is that what you're talking no there's a line in the first paragraph that's taken

062out it's stricken and it says that it's used only in conjunction with behavior intervention plan which we know is not accurate because it's for all students correct and then the third paragraph talks about um informing of the initiation of behavior intervention plan that will incorporate so does some plans say that it'll be used or do the plans even need that anymore so some plans only list um a statement um similar to some of the IPS that we have with the other programs that an emergency intervention only this may be used that is the only statement however kind of consistent with that point uh the use of physical restraint is not noted whatsoever any it's not a planned intervention at all uh the use of prone restraint is also prohibited again we've never done that that

063is when someone is faced down on the floor I think that we would just requireed to state that that was something that they wanted this to be included that is not anything that has been past practi um also physical restraint should not be used to prevent property damage unless is an imminent danger to self for others so that is also another change and what we talked about before is what I mentioned um on the last paragraph regarding physical restraint not being a planned intervention for our students again being an emergency intervention only a section that was fully added to this is the debriefing uh the debriefing includes an administr to be present in order to meet with the team that engaged in these interventions with the student so that they can discuss what led to

064it um also what uh interventions were uh in place prior to this restraint or the use of timeout and also planning to prevent the occurrence of something like this happening before so that is also something that you'll see later on the form that we updated to include debriefing as well so that it's documented debriefing with the student it's also new um and that is something that we've discussed with our staff as well that it it has to be appropriate to the child's age how you de brief and meet with them regarding these um type of uh behavioral instances so that it's appropriate developmentally for the child and for the age of the child so that again is not a standard we're not going to be meeting with every single child um for this but it

065will be something that we will judge on a Case by case basis we also are going to be implemented a new G CN training next year that will be a mandated module for deescalation techniques so that all staff receive evidence-based interventions on how to assist or assist a student in crisis and deescalate so that will become I believe effective for next school year that it will be one of the mandatory modules for us we continue to always have same day notification with parents I just want to note that because we take this very seriously um of course every single parent is contacted the day off so that we can discuss with them in length everything that took place what we did to try to assist how the child responded um and not that it's noted

066here as well but just so that you know as well if we have a child that needs to be seen by the school nurse we do that as well incorporate the nurse if needed call the parents so there is always same dig notification for parents to be aware I updated the emergency safety intervention form that we have and just want to not this form has been in place for many many years many years this is just an update to seven years at least if not yes before we even had um any of the rooms in our buildings because we've always had Crisis Prevention intervention training within our staff which is another training that we offer we've always completed these forms even before that existed so the only change to page one is that I added

067the name of the school um on page two we have to note whether or not the interventions that were um implemented were consistent with a child's behavior intervention plan if the child had a behavior intervention plan on page three starts the debriefing summary where we have um noting who participated in the debriefing and then on the back the result of the debriefing so that we can take some notes on what was discussed and planned for and then the same um information remains for parent and guardian notification again like I said we take it very seriously that we try to contact parents and by every means necessary and inform them so we take a lot of very specific notes as to what steps we're taken who was involved and were we successful in communicating with the

068parent and notifying them of what took place and this is filled out every time a student utiliz that space this or anytime there's U physical restraint um needed like in even in the classroom and then then it send my office I'll review each one and sometimes there'll be some calls to buildings just to clarify and especially if we have um some patterns of behavior that we you know we need to kind of think out really kind of consult and think out of the box to try to reduce and get the you know kids back to learning and safe and I will tell you that de briefing always took place whether we write wrote it down or didn't every single time always team meetings always if we're in a situation like this with a child we

069take it very seriously and we really analyze um what took place to see how we can help yeah any questions great thank you thank you okay thank you thank you thanks evening job thank you all right Rob Mr pashin for the next policy read this is actually a brand new policy and Mr pasin is just going to give you a quick overview y um of the requirements as everybody recalls effective July 1st 2025 we will all be required to have a student representative on the board and we just received the draft from New York State School boards Bob Rob's just going to go over a little bit of with you and we'll have a a final read at the end of the month okay thank you Dr Maloney perfect uh segue so yes it's uh

070policy 2245 and this is again the first policy uh the first of our policy for this particular policy number so you have the full unedited version where it just as an overview and then in subsequent weeds reads we will um we will reduce the information that's on there because a lot of it doesn't apply to us for a variety of reasons this is covering bosies large districts all these other things that are not in there so you have the full size and we'll go we'll um reduce in in subsequent reads uh in addition just a reminder a recommendation was already shared with Dr Maloney and the board I believe received that information as well back in October after discussion with Mr Gordon the high school principal on our selection process based on the information that

071we already had from law so this is more of the policy part of it page one just overview is essentially the purpose and where the law it where where it came from and the background so we're not going to spend too much time there because it's just the overview of the purpose behind it if you shift to page two and I apologize the pages are not numbered so you're just going to have to stay with the the page um the page two focuses on the student board member and I'm calling them privileges they refer to as entitlements but essentially as a member us as a selected member what they would be permitted to do and participate in and what they would not be per permitted to do and participate in so we'll go over that

072in a little more detail in this in the next read there's not much really debate on those items but you have it there for you uh and it also focuses on when the term would start each year and that's essentially page two of the policy or page two of this particular doc document if you shift move to page three page three focuses on the selection process uh and again it it provides the different options we have um in the already recommended option number four which is the student being selected by the high school principal uh in addition to that the uh we have recommended the student who selected by the high school principal would have experience as a member of the student government so that the candidate is familiar with the members the activities and

073the concerns of the student body so that was what we had recommended initially and the rest of that particular page is related to requirements for Bose's districts so that doesn't really apply to us uh if we shift to page four and I know it's a lot a lot of information on there but I'm running through it quickly so page four is focusing on term information and expectations and length requirements qualification s uh there is a specific notification that uh indicates the student would have to be a member of the high school for at least one year prior to being selected so that would be an example of one of those requirements and the final page focuses on additional information and Provisions final two pages it's goes on to page six uh additional information and Provisions

074once the student has been selected and the term has started there are some expectations for that student to maintain essentially in good standing so that they can participate and represent the board of education so that's kind of the the large umbrella overview uh in the second read I'll remove a lot of that information and of course the new bless you and U some of the information that was removed in the policy which is based on their recommendations those are for districts that had policies in the past we don't we did not so we will just have that included and then we'll be able to address any particular questions or discussions at that point does that make sense yep yep okay thank you very much thanks sir can't wait to read that yeah also I I

075don't know if it's going to be official enough but they are um talking people are talking to nisba to try to get a student focused training so that's already I think it's June 2nd they' there's a number of items on nisa's page that would show different options for districts and and one of them uh there as well so they on training for the students y I think it's for a board member myself and the new represent I think it's June 2 looks like June thank you okay fun stuff Moren budget presentation number I wasn't looking I was looking over here four sorry no problem okay I'm actually weak Roman numerals are my weakness I got I got a couple I got a couple that's not it I'm actually going to start with a little aside

076uh this is in followup to the public hearing that we did on the uh exemptions for senior citizens and the disabled Andy had a couple of really great questions so I followed up with Ann from the town of iscp and uh since that was public I wanted to to put this on the record here so your question was whether you and your wife if you and your wife had separate incomes how did that work as far as filing the uh application for the exemption this is an's response household income of all primary resident owners and spouses and even the income of their non-owner spouses is counted if they file separate tax returns we need a copy of each if they do not file returns or file self-prepared returns we ask for the IRS wave and

077income transcript for each spouse the only time a spouse's income is not included is if there is a legal separation court ordered abandonment or the spouse was in was permanently in a nursing facility this is now this one you didn't ask this but this is so interesting I'm just going to give you this one as well and this is new the applicant also must advise if any school AED students reside on the property if so the exemption will will not be granted for school taxation purposes unfortunately when it comes to money many people are not honest we ask each School District to advise whether any school aged children attend from the residences that will be newly receiving the exemption I've never got into a question about this and starting this year we are going to

078be asking the same information for all renewals that's interesting yeah I thought so too that's when I read this I was like well let's do this here uh the applicant must also advise whether there is anyone else who resides at the premises we ask for notorized statements of rents and or household contributions I.E food rent utilities even if these amounts are not on the tax return we include this figure in income gifts from non-resident family members are not included in income uh U she has a comment in here that you know all of this the town of Isa does not control all of this it's the state that controls it the state adopts it first then the town has to adopt it then it's put out to us to adopt which is why sometimes it

079comes out a little bit late um and that March 1st is the legisla dayline uh deadline by office of Real Property Services so they always try to have the board uh adopt the exemptions before that March 1st date uh and the and this was another interesting one the Board of Ed can adopt increases only but can never adopt decreases per the statute therefore it is advisable with our resident compensation she I guess she agreed with my comment about being careful to adopt increases slowly over time I agree for your District 25,000 was appropriate maybe in one or so years the board will go 2:30 okay little followup later thank you for being responsible don't mind okay um all right so we got a couple categories with a couple of things to note today we're going

080to start so weird I keep looking over here and I see his L I go this way all right so bosies first um back to being a little bit of a black hole for me and a little bit problematic uh going forward so this is something that we will be spending a lot of time talking about this year um not just in the business office but at the cabinet level the two primary cost drivers in this category are OED and special ed so the OED is now uh build on a on a rolling timeline so they're not actually billing you for the number of students that you're servicing they're billing you based on the number of students on an average of the number of students that you've had the prior I think it's three years

081so as we have been increasing uh enrollment in these programs even if only slightly we are are still being underbuilt right so even if we were to say okay we're going to not just stop the increases but we're going to try to pull it back down you're we're still going to be paying more next year because of last this year's those are C enrollment the CTE numbers yeah so and just as a so that you know what the numbers are so we had back a number of years ago we had pulled it down to 40 remember when we made the decision to not include the 11th grade not include the Juniors and only have the seniors we had pulled the number of students that were allowed to attend not including special ed uh career Ed

082uh we had pulled that number down to 40 they are now at 75 um Lou and I have been going back and forth just a little bit about this um prior to bringing it to the full cabinet and he did mention to me that they took two bus loads the other day and they had a full 30% of the senior class supply for baket programs so 30% would be 150 kids and we're sending about you know not quite 75 um just for some perspective right but it's not a number that we're going to be able to pull down you know again in any one year because next year we'll be paying essentially for this year we have a criteria for that like a grade criteria and a standard for the students in order to go

083like whether it be attendance L looks at every single application it's it's hard I I'm conflicted on some of that because I really see value and I have as somebody who's been there there's tremendous value in it um so you know defin confliction yeah no I agree that's why you know I want to talk about it as a group a little bit more it's there's a lot here there's a lot there's a lot to this bless you um and and then we have our special ed programs um which you know we've been putting a few additional kids each year in and you can see that the numbers here you know two are Skyrock skyrocketing and I think they have another seven is that what was on the projection remember five or seven that they're recommending

084for next year just at the K level K or K2 level so you we had pulled this all the way down to probably three and a half million and now we're all the way back up doubled again um the problem being we're still very strained inhouse with these programs so it's we're not in the position that we were in the last time where we could go out and look at who was out there and bring a lot of kids back that's not going to work this time so we are talking about other solution possible solutions to this um the cabinet has been discussing um but this is another ongoing issue for us and another big uh expense okay couple boring categories in here as well General support um we're fine here in this category um

085not recommending any changes not a lot of meet there buildings and grounds can I just ask quickly sorry absolutely um the past couple years and specifically last year I'm seeing a significant amount of what we spent more than what was budgeted so we're keeping the budget in one particular code that is because so yes that's a good question that is two areas right it's from the construction of the second Wing at the upk okay because remember we kind of we took the covid funds the Federal surplus covid funds to build that addition but we only had x amount of dollars that we could apply to get that done so we had to take the balance out of the general fund okay right so that's that's a one-time non-recurring expense so that will pull back down

086which is why I didn't change the codes overall at the time under business administration professional and Technical yep I think we put all the architectural there okay instead of putting it with the uh with the contractor no problem buildings and grounds we are not increasing the budget this is one of those things that you know if you don't have enough money you just do a little less right I mean there's always it's just like at home there's always more that you can do um but you do what you can afford same for last school year yep almost doubled what we budgeted yes and that's the same thing same thing okay that's the rest of the construction expenses okay so yeah so that should naturally come back down as that was a one-time non-recurring expense good

087pickup Susan very very good very good for whatever reason those are the numbers that I gravitate to is what we budgeted what we spent more or less where is it you know the Roman numerals huh not the Roman numerals not the Roman numerals I got my Roman numerals okay business office and I call this business office codes not because uh this is money that the business office spends on its ongoing operations um but because these are codes that are controlled at the business office level okay so the first five or six that you see there all have the location remember we have fund function object location so that the 10 indicates upk I have not yet at this point separated out upk so all the tens are monies that are allocated for the upk program

088or for the ks that are currently in housed in the upk building right um and then the rest of these are codes that are just uh that the business office kind of tracks and controls because they have a tendency to be items specific and to fluctuate from year to year based on any new initiatives that that might be happening or something that we might be doing on a trial basis things like that they kind of run through these codes when people are looking for money they don't have it in their budget that's when they come to us and um the charter the Charter School tuition is that because we've lost more children or is going up we have never had children in charter schools until year before last so yeah these are this is the

089first time we've actually paid out tuition it's kind of in the Middle where was it I just had it but it's both it's a new code that was just adopted yeah but there hadn't been anything in it had been there would so did we have like question did we have four three more kids go to Charter Schools last year or I think we have about five now and I don't remember off hand but there were um a few that um were newly entered into the charter school because there were siblings just yeah couple pairs of siblings numberers small compared to some moreing districts it's a huge concern for CI is paying in the tens of millions there are districts that have huge huge huge expenses this is not terrible uh instructional Services is holding fine

090robita close your eyes not allowed to look at those okay employee benefits um if you remember when we got the additional state aid over the last couple of years I mean we did give we did give it back uh two of the years um but I also threw a bunch in here so this has been able to hold itself steady for a couple of years now I'm running under I'm running under budget still so I'm I'm okay here we are expecting a pretty significant increase to Employee Retirement um they're looking at going from 177% to 19% but we'll see if we'll see how that pans out but it's it's interesting because the now is that new tier as TI five and six come in we're paying so much less for tier five and tier six

091than we are for tiers one through four that as we continue to cycle through staff and we have more and more fours retiring Our obligation is actually quite a bit lower so the the rate increased quite a bit but what we're paying overall is not as bad as it Happ been so that's a kind of interesting uh analysis that we do there everything else is l looking okay oh okay I have one other thing here so excess second to second to last line excess major medical we have always carried excess major medical insurance for the people who choose niip as their health insurance option the company that has provided this insurance shelter Point uh is no longer providing this coverage to anyone this is not just an us thing this is they're just not underwriting

092this and and and doing this so we've gone out on the market and we have asked everyone and nobody is doing it anymore it just isn't something that you can do so what we are looking at is potentially bringing in a fully funded Vision plan in its place um because that is the one thing that people would kind of use out of the excess medical they could put in for $100 for a pair of glasses $25 for an exam so we're going we're going to look at replacing that with something because that is a contraction ual item and expense but I'm not really sure where what's going to happen with that so that is under consideration okay we're going to go back to even though we had this in uh budget presentation number two we're

093going back to our fiveyear projected repairs and maintenance um I wanted to show you this again and I'm going to show you the debt service schedule again and then I'm probably going to bring it back again two weeks from now because this is kind of an ongoing thing with us right now uh we colored all of the EPC items right so we have the energy performance contract that we've been working on for the last couple of years that is finally kind of imminent it's up with the state now going through the uh approval process and I do anticipate that it will be approved and ready to it doesn't it's not a standard Capital project in that we do not have to put it out to bid if you remember when we started this process we

094did an RFP and we brought in multiple companies that can do this work and we interviewed those companies and we chose who we were going to use which was Johnson Control so the company is already chosen there is no bid from this point on once this is approved we go straight to bond this is an another $20 million bond that is knocking on our door so I have to I have a call into krie anond she is our our person at ingr who was working on this to talk about the structuring of the bond to see if they structure this a little bit differently because obviously you take the money out you're doing your construction but construction takes time so your savings aren't realized right away so I want to see if they structure the

095first year or two of the bond differently that's not something that has come into conversation yet so for now I can estimate based on the total value of $20 million I can estimate what uh 15 years principal and interest payments will be on a on a standard Bond and so I built it into the budget which you're going to see when I show you the new debt service schedule but I'm not 100% sure that it functions that way so I'm still going back and forth on that the number at the bottom so I colorcoded them all in the mustard the number at the bottom does not reflect that $20 million because remember we have many things included in the EPC other than these items right we had the uh renovation of the High School auditorium

096uh which are all upgrades they're not really Energy savings right uh we have all the solar that's going on the roof that's not something that we had had on our Five-Year Plan without absente the EPC it's not something that we probably would have done it's only the only reason we chose to do it is because the EPC basically made it free for us we're able to cover the cost of it because of the savings which are primarily going to be coming from converting the entire District to LED so where most of our so our savings will come fairly rapidly once we get started that is the thing that we will prioritize we're going to get all the lights switched out um so savings will start to tick in pretty quickly but I'm still not 100%

097sure how the bonding is structured so we we're still looking at that so now we have transfer to Capital and if you remember last year we upped our transfer to Capital from 2.5 million which is what's been in the budget for a number of years now to five uh we set a little bit of extra money in there last year those are and then we had the transfer from the year before so I actually have two years because we didn't do any Capital work last summer so I have two years worth of transfer to Capital sitting in transfer to capital for capital projects that we will be doing this summer those are the ones in blue right these are the ones that are up at the state and that we anticipate being shovel in the

098ground July one as soon as school lets out so I wanted to show that separately so that's in blue and if you go again if you go to the tally at the end that's 6.5 million we have 7.5 million actually the first project uh first bid on the first project came in and it's it's it's nicely under budget so we're starting out strong um so we'll see hopefully by the end of these there will be you know a little pool of money that we can start to move uh to use for the green items I put the green so this year in transfer to Capital we have 7.5 million I highlighted everything else that should be funded by transfer to Capital in green even though the total budget exceeds the 2526 transfer to Capital because

099I want you to see it all at one time so that you can see what will be left over when we're done so of that1 18,250 we've currently funded or we will be funding out of the 2526 budget 7.5 million and we will likely have some excess out of the prior two years 7.5 million so we will get a significant amount of that work done but we will not get it all done and then I just showed that the balance out of operating budget uh is 1.6 million which is you know that's those are things that we just kind of pick up and do when we get an opportunity and and hoski pays for it at his budget so I'm still you're still going to have roughly $10 million worth of transfer to Capital um

100type projects which are all important projects they're not all high priority they don't all need to be done today or tomorrow there are things this is again this is a Five-Year Plan uh I just want to make sure all these things are on the radar and documented someplace um you know for posterity anyway so which one is going to be done first this summer so we are so all right so the two biggest numbers on here are the special education proposed Renovations at the high school and the special education proposed Renovations at the middle school those are the two big ones those two are you're we're looking at 12 a. half million dollars they are both very necessary right we've got a lot of kids now in special ed uh K moving up through five

101um and by the time they hit the middle school we are going to need more space and shortly thereafter they'll be hitting the high school and and you're going to need more space um so we have actually already designed we've had a committee that's been ongoing uh and we have designed all of the renovations for the high school and they are up for approval but we're realizing that they probably the bidding of that is probably going to have to take a back seat to the renovations at the middle school we're going to have to flop our timeline there a little bit so as I'm looking at the green the boiler Replacements are all important um in order of importance Brook and fifth which are in Blue Brook and Fifth and I think Mar no not

102Mary J Garner Manor South Country South Country Brook Fifth and South Country thank you are in blue so they're already included in the blue numbers and they will be getting done next up were Mary G and Gardner Manor in order of importance and after those boilers were done then middle school then High School uh so those repairs aren't necessarily imminent but there are they do have ties to the EPC and the controls that we're putting in as that's one of the reasons that Brooke and fifth have been prioritized because those buildings are currently burning oil only as part of the EPC we are going to be bringing bringing gas into fth and Brook uh and so those new boil those new dual burning boilers have to be installed so that the EPC can do what

103it needs to do that's why they're up up top well we already have gas in the buildings correct no no we never broke gas to those we didn't bring gas into into Fifth Avenue no we could you it was never worth it for um but we just did all those Park I'm just we just did all those parking lots and everything like that so riping them up again um gas not necessarily they can bullet them in but I don't know if they're going to Bullet them enough yeah not necessarily ripping up the parking lots but that they you know those buildings are so tight because they're so old they're so energy efficient that we could never make a case for Nat grid to come in and pay to bring the gas to the building it

104just wasn't worth it for them to spend the money to do it but as part of the EPC they were willing to do it so um uh so that's so it's a good thing I mean it's not a bad thing it's a good thing but um as you so all right so so high school boilers can definitely wait Middle School boilers can definitely wait the partial roof replacement at the middle school is because of the solar so that's going to have to happen all right that's got to be prioritized Gardner Manor boiler can wait Clarkson Mary G Clarkson boiler I mean they can't wait for forever they've got to be done uh the ceilings of Clarkson can definitely wait and the VCT and subfloor at Brook Avenue can also wait can I ask a question

105about um on the list for the high schools the new entrance the security vestibule and I know you had shared um photo we just I have drawing for yes um I didn't kind of like the front of it the angle like Why didn't it just stra acoss I love the glad you said it not me this time it's funny to me it should go straight across I think we should go straight across though and the other thing is so there'll be only one entrance for visitors to come in and out yes where would a visitor Park on that side there's no parking that that will that parking lot by Guidance will be incorporated into that and that will become a visitor to go to that parking lot it's small not only that but there's a

106number of spots and then the staff parks along the curb people get there early I happen to go one day to drop off like Christmas presents or something and the St even the staff was like oh you got to get here early to get this spot and they were all on the curb um the island taking taking that island off and making V and parking and then redoing the sidewalks in the front would probably be the best way to go we have to go back to Owens some I I would be really concerned like I mean I don't come up a lot but I always go to the to the entrance obviously by the Dean's office because that's you can you can park right on the street it's very easy to come in and out

107um are we opposed having two entrances still or is a single point of entry is best and because all of the services that are typically utilized by anybody who's attending is right that's the best place for parents to come in all right well the parking is definitely an issue for me and the way it looked I I don't think it should be the angle it should go straight across clean that's just me okay thank you duly noted taken under advisor do it right you stop up and see me please I will we'll have a conversation the uh that m is a lot of money I know because I do it so but it looked a little wonky right yeah it didn't look right didn't look eye catching yeah so we put that out for po

108to renew because it's a smaller project so you come in and look at the bid with me all right we'll sit we'll talk we'll have a conversation um the other thing that you should know is that we sent up to the state to finish the replacement of the cornice on the front of the high school on either side of the main entrance and for some reason shipo picked it up this time and they disallowed the project so shipo is part of the is part of the secret process where we are lead agent so we're still lead agent we don't necessarily always even send everything to shipo I don't know how this thing got to them and even though they've never declared the high school to be on the historic register uh they have decided that

109they don't like the composite material and that it's wood that's up there and the wood has not yet rotted to the point where it should be replaced and so they're denying the project wow why don't you let them go in the Attic yeah maybe and let them go see what's how rotten it really is I just they're they're just you know aate it don't aate it paint it over don't replace it they did they send someone to actually physically look at it M and they didn't see the rotting and the problem with it what's the so here here's the question I'm going to ask that's shameful to AB bait it and repaint it well we can paint over it we don't have to have bait it at this point don't paint over we can just

110paint over and they make better paints now and they really do so they spray paint acrylic and rubberized and all that kind of stuff and and we're still fighting this I mean we're not done with this this is just something that just kind of came up but I just want to throw that out there that ultimately if we wait if we have to wait to repair it is it going to cost more because it's going to be in worse Condition it's price is never going to go down you're probably going to get another 15 years out of it yeah you might 15 and then and then it's another problem so yeah it's it'll come back it's R that's only the front that's the fa yeah they didn't go Courtyards to see what's going on yeah

111I know okay so there's that so I just wanted to talk a little bit further about these about the fiveyear plan as Joe and I like to call it the hurry up and get done the two-year plan uh okay and so here's my new debt service schedule on which you will see I have put uh I put the full amount for the 20 million for the EPC as if 100% of year one has to be paid in year one but again I'm still waiting to talk to Kenne about how that is structured um R and in the interim okay in the interim Rachel and I have been working with uh our financial advisers and bond Counsel on um the other bonds the timing of the other bonds and while we were we were thinking February

112one of 2026 we have now uh decided to do July 15th of 2026 and that is because if they are paid in less than a year they're considered a short-term expense and they will have to hit the financial statements in a manner different than if we pay them within two weeks of the close of the year which turns them into a subsequent event and then they're no longer put onto your financial statements but they are actually a written comment in in the m andda at the mdna at the end of the financial statements and that works better uh for us with narrative and with uh fiscal stress store scores with the comp controller's office and you know for a variety of reasons so that's what we're looking at doing so that would mean so we

113we actually changed the offering statement on the 35 that we just did and instead of having it out until next January we put it out until July 15th the other the 20 has its first renewal on July 15th and now the 35 has its first renewal on July 15th we have to put down money on principal on the 20 by November 14th of 26 so all of this is going to have to be rolled in in 2627 but as far as 2526 I am going to have some interest payments I have not yet built that into this because because we're we've still been working on this scheduling and trying to uh figure out what was in our best interest so that is still uh a piece that needs to be added to this unfortunately as

114we come to the summary page you will see that I have balanced the budget what I am done and we have not yet added any money to salaries so we are going to we are definitely starting to roll tight I mean I you know again I had thrown some extra money these last couple years while we've had a little extra state aid into salaries um but we are going to start to we are going to start to get tight uh and we are going to have to start to pay very very close attention to a number of things U but we will talk more about positions and salaries at the next um presentation and I like I said I will probably bring The Debt Service back to you again as I go through and decide

115how much we're going to put in there um and where I'm going to to pull it from I'm going to have to go out and find it uh to pull it back in but I'm very close to done I mean I'm I'm I'm pretty much there and we have an idea uh exactly where we're going and I have a list of things that I want to work on uh in addition to the AED and the uh and the bosei special education we have a list of other potential cost-saving initiatives that we're going to start to uh work on so getting close now all right and that's it unless you guys have any questions okay thank you March 26 okay I have a question separate from that um what do you want me to do first

116questions so I don't know if I'm sure everybody saw in the Friday letter that the Bose's annual meeting is coming up I don't if anybody saw that I can't remember the day of the top of my hand and I'm going to April 23rd okay April oh that's the vote sorry yeah um I'm wondering if it's something we could bring to Nassau suffk about so in his community our constituents are the public and the community members for bosis the constituents are us the board of EDS but nobody attends their meetings I've gone to maybe one as an employee but nobody attends they do consent to agenda for a lot of stuff there's some discussion we are V on a lot of things for bosies and I'm wondering if we can't bring that up that the board

117of EDS of the school district are the people that they should be speaking to and inviting to the meetings and maybe we start taking on a role of one or two of us can attend a meeting a Bose's meeting here and there I know it's an extra thing but I feel like we're voting on Bose's projects via sitting here and we're really not that they are public meetings right but I feel like it would be good to maybe talk to Ness suff about that and maybe other schools and saying like bosis is there for us yeah and I mean there's a number of B members on Ona's board so so I'm wondering whether they maybe they should consider sending out monthly invitations and letting people know what the I mean you can look it up

118but who's really doing that and I feel like that might be just something that's important and I wouldn't mind going here and there um like as we keep voting for stuff and as somebody who you know former employee I just started thinking like H we could be more informed on what's going on in the bis programs and it could help us maybe make informed decisions here so I'm going to look at the calendar for myself to potentially attend but maybe we keep kind of a track of that of when it's coming up and if anybody is available it's not convenient it's out of the way for sure and it's a little extra time Caitlyn are the meetings on like I know we get a newsletter from them on a fairly regular are the meetings like

119part of that newsletter I only skin it I don't believe so but so it's just it's just talking about the pr i' love to see like agendas maybe when when we know their calendars up maybe if you could throw out the agenda and if it's something that we consider um you know that they're talking about something that could you know be something that we're voting on do you know if they allow public comment yeah yeah no that it's they have to I mean I shouldn't say they have to they do they do because I've been at one where people have spoken one a month I think they do one a month if I'm not mistaken yeah I can get that schedule from it's interesting like I said I in all the years I worked there

120only attended one maybe two and it's run very different um I would say we run way way better I don't want to you know it's a huge board too it's a big board but it just doesn't seem like because nobody's is there I think holding them accountable I feel like and and I like a lot of the board members we know well and I I trust and respect them I just think that it's been a long time with the same people and I think it would be good to for them to see other boards wanting to know information and maybe um you know just getting a little more involved in that part so just something I wanted to bring to us and I thought you could also bring that and I'll look at the schedule

121and um you know maybe we make a night of it here and there just what I want to do is add more to somebody's plate I apologize but it is important my kids are going to college next year I don't know lot of time you'd be surprised how much time you'll be fine well I'm going to say thank God I'm retired okay so then the other piece um notification we're going to be changing the public session next March 26 March 26th we move to March 31st it's a Monday from Wednesday to the following Monday same time same time same B Channel um just the date and we'll post that everywhere we need to post it but just so if anybody watches this meeting the public session for next public session will go from the 26th

122Wednesday to Monday the 31st spread the word thanks for holding out for us lot of pressure and uh Tuesday is the iel Town School boards at West Iceland I think I can attend that um k you're going guy I'm pretty sure I can go taxes but it's close enough I think I can Buzz over there 6:30 6:30 I'm I'm plan on going anybody else anything all right then we're going to make a motion to go out of public and then we'll do that and then I'll make the next motion to go a motion to go out of public motion all in favor I I so Carri motion to go into executive motion second all in favor I hi it's okay thank you