BCSD Board of Education meet the candidates night 5/14/2025

001Wait until Okay. Hi, good evening everyone. Uh my name is Margie Skinner. I'm with the League of Women Voters of Albony County. Welcome to a candidates forum for the Bethlehem School District. Uh two seats on the board of education. Bethlehem has seven member board of education and every year there's an election for either two or three uh positions and this year there are two open positions and we have three candidates. I'll let the candidates introduce themselves um a little bit more. I'll just tell you 10 seconds about the League of Women Voters. We've been around since 20 1920 when women got the right to vote. We're kind of an outgrowth of the suffrage movement. We felt that not only did people need to vote, but they needed to be informed voters. And for 105 years

002now, we've been trying to get voters out and registered and informed. And this is one of the ways we do it at candidates forums. We also register voters at a variety of places. If you were at the Pinkster Fest in Albany last week, you probably saw people. We go into high schools. We are at naturalization ceremonies. We are really everywhere where there are citizens trying to make sure that everyone uh registers and votes. And now when you're registered, we want you to show up and express your opinion and vote. Um voting is next Tuesday at the uh high school right where we are here and apparent and you have to just be 18 a citizen and a resident of Bethlehem for 30 days. So, if you show up with your ID and your phone bill

003or your um National Grid bill or whatever, you can vote. So, now you want to know who you're going to vote for. And we have three candidates here. Um they have been I we pulled we pulled numbers and in order of answering and introducing themselves, Susan will go first, then John, and then Bob. We're small town. We go by first names. I hope you don't mind that we don't call you by Bob. So Susan, you want to introduce yourself and tell us a little bit about why you're running? Sure. Let me tell one more thing though. We do have two timekeepers. Everyone has two minutes to do their thing, whether it's answering a question or introducing or closing. And the timekeepers will warn them when they're one minute into it, and then a minute and

004a half into it, and then a big red sign comes up, then they have to stop. Okay, so Susan, you have two minutes. Um, so I'm Susie Barber. Um I have been thinking about running for board for quite some time. Um probably a handful of years and then once now I have a kindergartener almost first grader and almost kindergartener and then an infant and it seemed to be a good time to put my name out there and um give it a shot. So I am a teacher. I work in Niskuna. I've been a teacher forif 15 plus years. Um and I think that that is just a good piece to bring to the board um especially for conversation um to my passion for education and learning. Um I love being uh part of a team.

005Um ever since joining the a board at my school um I for our union I feel like I've learned a lot more and that is my best way of learning. I am a hands-on learner and um to get to know um kind of what goes on within the district a little bit more. I've been watching a lot of the meetings and I just think being part of the discussion and bringing my background in education is going to be a good uh voice to bring to the conversation. Thanks Susan. Okay, John number you're number two for this. Yes. Uh good evening. My name is John Walston. Thank you for such a big crowd for being here. Um, I've been a resident in the district for 23 years. Uh, my wife Megan and I are blessed with

006three kids. Uh, two that have graduated from the high school and one that's in 10th grade. Uh, been a big part of the community ever since we've we've been here. Uh, you know, volunteered and been a part of a lot of community programs. Um, been a big part of the schools volunteering and different things. Longtime coach for a long list of sports with a long list of kids. Uh, I have a small not forprofit that focuses on physical movement and mental wellness. Uh, I have a I have a business that's been in town for 22 years and my wife is also an occupational therapist at at um at Glenmont. So, we're very ingrained in the community. Obviously, been on the board for three years. Um, interested in in running again. I think I've done a

007decent job contributing to the to the to the board. I also feel like there's a huge there's a huge learning curve. I almost kind of feel obligated to continue going because I feel like the first year and a half, two years is just a ton of learning and adjusting and adapting to what what goes on. I think also understanding what it is to be an effective board member as well as uh what the board really does. I think there's a lot of misconceptions coming into it, what the board's role is. So, I would appreciate the opportunity for uh three more years to try to be as effective as I can given what I've learned the last three years. Great. Thanks, Jen. Bob, thank you. My name is Bob Teen and I am a Bethlehem resident

008for about 20 22 years now. Uh three kids all of them have uh have graduated from Bethlehem. So we are as of this year empty nesters. Uh my background I have a undergraduate in education and a masters in English. I taught high school English for about seven years. Uh currently I'm an attorney. I worked for Sunni in higher education. So I think that the combination of of my teaching background and now my my higher education uh uh job and responsibilities now sort of bring a unique mix to the uh to the role. Um like John, I am a a returning board member running again for my second term. Um you know there was a couple things when I ran the first time that I wanted to focus on and to be perfectly honest it hasn't

009changed that much. I I want to, you know, Bethlehem has a fantastic reputation for a reason. We have uh excellent teachers and we have great kids. And I didn't think when I was coming in that I was um trying to make any waves or make any enormous changes. Uh I think that my my experience on the board is that the the district has run very well and I want to make sure it continues to run well. Um, you know, I think that like John, I believe that the uh the experience that I've had has been uh a big learning curve and and and again like John, I think that my efficiency and my effectiveness at this point is much more than it was then. So I sort of felt somewhat duty bound to run again.

010Um, I feel as a though I still owe even though my kids are out, I owe a debt to the community that I want to serve and I want to make sure that some of the mistakes I thought that were made during, you know, the last couple years, for example, some of the collaboration and communication with the with the the um with the community, I think we can improve on. I saw it happen. Um, and I'd like to, you know, the opportunity to make that happen the second time. Thank you. Great. Okay. Now, I have a number of questions here that were submitted through the uh school website, and I think I have enough questions that will last us through the hour or so, a little more than an hour that we have left. So,

011and we're going to um sort of change the order each time the whoever answered second the first time is going to be the first person. So, this time, John, you'll be the uh the first person to answer the question. And um first question is what steps would you take to improve school safety? Uh thank you. Great great great question. Um I think having been on the facilities committee the last last three years and the bond and the efforts we're doing I think uh the school's already on a wonderful path to that. Uh we have a great relationship with the uh police department and the SRO's. Uh we've hardened uh the majority of the entrances at the schools. Um and we've also got the uh a new door monitoring system that's part of some of the

012capital outlays each year where we can monitor the doors uh for if they're being propped open and activity. We also use a a system, I forget the name of it, but essentially it's a it's a quick way to do a background check through through someone's ID. Uh so I think I think we're doing a very effective job. I think we're very blessed to have a really great relationship with the SRO's and the police department. Um, you know, and again, I I'm I'm very excited that we're continuing to try to analyze and look at look at spaces where we can again harden entrances. I think there's only two elementary schools that uh are slated for work in the future for that. I think continuing to to be vigilant um and try to create safe educational spaces

013for our kids is really important. Great. Okay, Bob. Yeah. So again, it's going to sound very similar to John. I think there's a couple different aspects of school safety. The one obviously is the infrastructure and I will represent to you that the school is continuing and continually um addressing that um you know each year. It's always a factor. It's always a consideration that the school wants to do hardening entrances and exits and monitoring things like that. That's one thing. Um I I think another big thing is is providing um procedures so that the school the students and the parents know exactly what's going to go on. I mean it's it's not a secret about some of the things that have gone on here in the last year and some of the scary situations that were

014were faced by the school and by the students. Um quite frankly I think that the the school and the teachers and the administration did a fantastic job. each each event like that. I mean, you would love not to have any events like that, but you know, to the extent that they happen, they they they exist as learning opportunities for us. And we, you know, I can tell you that the board did consider the things that occurred and tried to figure out ways uh to improve responses to that. And, you know, I I do think that we had we have a we have a great SRO pro program and and a very strong relationship with the local police department. And I think all of those things along with education and making sure our students are aware

015of the different um I guess dangers that exist without in the community are things that we do now and should continue to do going into the future. Great. Okay. Thanks. And uh Susan, can you just repeat the wording of it so I don't It's a What steps would you take to improve school safety? Okay. Thank you. Um, I agree with both Bob and John that um I feel as though the the steps we've taken so far as a parent right now in the school community have been really good. Um, I can speak about in the fall when we needed a lot of communication. I as a teacher myself and a a community member and parent felt that the district continuously gave great amount of information that was necessary. Um not too much information to the

016community to startle folks even more but keep in the know. Um so I think keep making sure that all the buildings are up to safety code um is just the step first step you could take. Um, I know going into the buildings you need to have your ID, the doors are locked, badges are needed. So, as of um that piece, I think we're in pretty good shape there. Um, and then again, just communication with the police. I do know that Bethlehem has a SRO program and not all districts have that. So, I do feel very proud to say that, oh, well, our district does have that. Um, and so I think just keeping up with communication with police, administration, and the board to ensure that we do have the best safety standards for our students

017and our buildings. Great. Okay. So, uh, this time Bob, you'll be the first one to answer and, um, I'm sort of moving in a different direction. Um, so anyway, kind of following the questions as they came in. uh what would you what would you do to support the educational experience for special ed students? Um and the questioner asked about graduation rates and support for parents along with that we have a great special education um department here at Bethlehem. Um I think one of the things the board and we you know I think this was mentioned the board has a certain function and the function generally with regard to the educational experience of the students is to support the teachers and the administration. Those are the folks who are on the ground. Those are the folks

018who are in the classrooms and those are the folks who generally are in the best um position to make recommendations and to make requests about making sure that the experience of the students um is you know is is is as positive as possible. So, as a board member, I think my role is to make sure that the department number one has the resources and the funds that it needs to make sure that it continues in its um you know, it its mission uh to to help the students. Uh number two, to the extent that there are problems with regard to uh any obstacles that they face, then it would be the board's job to try to intervene and and see if they can figure out a way around that obstacle. And number three is to

019just make sure that to the extent that the community has ideas or suggestions to be a conduit um between the community and the the teachers and the administrations for improving the students. Um obviously the parents are in the best position a lot of times to know what any problems are. Um I think that uh the open policy of the board to to to receive criticism sometimes and suggestions is uh is you know very very important in terms of its function. Um and to the extent that um what we would do to support is is exactly that is is is provide support to the teachers and the administration to make sure that the students are experiencing the best possible scenarios. Okay. Um Susan. Sure. Okay. Do do you want it again? Do you want me to

020read? No, I'm al Thank you. Yeah. Um, I think the most important thing is meeting each student where they're at. Um, every student learns differently. Every student has different needs for learning. So, we can't just give a blanket statement that all students in the special ed program are going to receive um education A, B, or C. um that's why they have their IEPs for their individualized plan. But um so I think meeting them where they're at and communication with the teachers first and foremost in that program who are working with those students or the parents is going to help to um have the board better understand what each student's need is um for that student to have um a educational experience that the parents are looking for. Um, I think that we are such a

021great school community and we have the resources to um provide students and teachers with that that conversation is a benefit for those families um to help give their child the experience that they're looking for for that graduation rate or um that you were saying. Um, but meeting the students where they're at is going to be one of the most important pieces, especially in a special ed program. Cool. Okay, John. Uh, I think that feedback is really important, whether it's the kind that you want to hear or don't don't want to hear. Um, and it seems like this year I feel like a lot of the parents who are involved in the special ed program uh seem to be sharing more more information and and and organizing better, which I think will make it better for

022us as a board to hear their their cautions and and concerns and then share that how we can translate that into into policy. Um, as well as, you know, budget budget considerations. Uh I think you know there's there's a there's supposedly a really really great face Facebook group talking about starting either a PTA or PTO. Uh I think the leadership change with Doug uh coming in and um is really he seems from what I hear from the teachers and from parents that he's more interested in. He's he he seems to be doing a much much better job listening uh and being open to to feedback. So I think that that's that's a huge piece that we as a school district have to be open to. Um because I think again being on the board I

023don't I don't think we hear a lot at least for the last three years in time on the board we don't necessarily hear that much about special ed uh services and programs and issues. I hear a lot from parents in the community and I hear a lot from staff. But I think as as hopefully as it becomes a greater level of organization amongst the parents that they can be advocates for their students and then we can we can get that feedback and then do our part to try to support and uh increase whether it's increasing graduation rates or getting better services or or or whichever. And again, and I think also with with some of Doug's leadership, hopefully moving the direction like what what Susie is saying where we're actually meeting the need the needs

024of the kids and not just fitting them into, you know, programs that we have that may not be the best best suited for them. Okay. Thanks. Um, this is a more general question. Um, Susan, you'll go first this time. Um, what do you see as the role of public schools today? And how would you respond if you saw a threat to this vision from the broader community or politically? I think public schools are so important because they're an opportunity to give education to to all but um that's a lot. Can you sorry keep that you know I don't know I don't know this is how I'm reading the question. No it's fine. It was just a lot of I was thinking as you were reading. Okay go. just it's you know how would you respond

025if you saw a threat to this vision? Okay. Okay. From the broader community. Um I think that public schools are super important. Um they give a an opportunity for education to all community members if they choose. Um, and I think having a threat to public education is something that we need to stand up against because our students need that educa or our children need an education um or deserve I should say deserve an education to prepare them for um the world that they're going to go into. I think that education helps them understand working as a team. it um kind of helps build them as a person and gives them an understanding of self in a hopefully safe feeling community within the walls of the the school. So um to me especially being a public

026education teacher uh it is a very important part of our community of our um of our background of our country of everything for me um I do think that uh we just need to ensure that it stays to be a strong part of what we are as an education place. Okay. Thanks. Okay. Help John. Um I think to me that you know the most basic role of the school is to create opportunities and situations where we can foster functionally productive young people, right? And I think that having having a space where kids are open to opportunities, they're open to leadership, they're open to education, they're open to their social emotional development. All those all those pieces I think is really what what the schools are for. I honestly think that politics has no place in

027the schools in terms of any type of influence from from either side. Um, and I think that it's certainly frustrating to see both sides doing that. And I think that I remember when when we were in school, there was so much of you were just presented with the information and you were able to make to make your own choices and it wasn't so polarized and and toxic. And I I I I feel bad for kids right now. I think there is a lot of there's a lot of that toxic kind of garbage that they have to sift through and um I think we we need to get back to again how can we create the most functionally productive young people. How can we make them uncomfortable that they're going to grow in a beneficial way

028versus make them uncomfortable and have them you know not really grow be stunted um you know be triggered by everything and and and stuff like that. So um I think that you know school should be a time for discovery uh but discovery of everything uh where they get the information that that they're yearning for and they're exposed to different things and then they can work to find their path. Um so but again I think the biggest thing is again creating those function productive young people that we can feel good that we're sending out into the world to go to go contribute and and move our society forward. Okay, Bob. Um, I I don't think you can overstate the what I believe to be the the importance of the role of public education in in both

029this community, the state, and the country. Um, public education is a manifestation of our decision as a society that education is a right that is afforded to every kid within the in the country. And that's what the public education system is. It's a it's a demonstration of our commitment to the children to make sure that they obtain at least some type of education in order to go out and lead fulfilling lives. Um, you know, obviously, you know, I I just I think that the the system itself has propelled this country into, you know, the country it is today. I think it's built both the middle class and um you know obviously folks have gone on to to to to great heights. Um so I I in terms of the role I think it the role

030of the public education system is to create the next generation of citizens who are going to then take the baton on and and continue this this this this great race that we're in. Um with regard to threats um look I I think that the public education system is under threat right now. You know, obviously I assume that the question might be referring to this, you know, Supreme Court just heard a case about um you know, some things going on in terms of um you know, public monies going to religious and charter schools. You know, I believe that the public education system should remain completely secular. Um I think uh you know folks have their rights to whatever decisions but the in terms of protecting against the threat obviously there's there's there's boards of education associations

031that we're you know intimately involved in and I think organization and making our voices heard with regard to the different issues that come up. That's the only thing we can do. I think we have to make sure that we continue to fight for the public education system and you know I would certainly do my part to to in whatever way possible. Thank you. Okay. Thanks. All right, John, you're first on this one. Um and this maybe should be easy. Were there issues of the in the past that impacted your decision to run for office? I'm sorry. What what sort of what made you decide to stick your neck out and run for the school board? And I put my hand out to everybody because they don't get paid anything. They have meetings, endless meetings, and

032there's always going to be people complaining about what they do. So, why would you why did you stick your neck out and put yourself in this position? And now you're coming back for more. It's just so It's just so riveting and wonderful. It's a blessing. No, I I too, like Susie, I I at first I thought about it for a few a few years. I had some uh some physical and mental health issues going on. So I I wasn't quite in the right space for it. Um and then I finally ran and when I ran it was probably one of the more contentious uh ones we've had in a a while uh which had a lot of political influence and was super dysfunctional and all that stuff. So um but at the same time I

033again I I and I think it's also you have this idea that you're going to come in and create all this change and and I think you realize that um there are so many influences uh you know local state federal uh different different dynamics that that go on. So uh again it's really been it's actually been a very interesting experience. Um I think you know Holly our president does does a really awesome job at you know leading things and and managing things. And so get back to your question why I ran. Uh I ran because I really just I wanted to serve. I mean it sounds it may it may sound corny. I did I didn't have any any agenda. I just felt like I wanted to really contribute uh to what we had going

034on in our schools. My kids were having a really great experience at the schools. Um it's a you know we certainly have our problems and issues but I think overall we're certainly blessed to be in this in in this this district and I just wanted to to contribute. So, I decided to jump in. The first, like I said, the first three years were so amazing and riveting that can't wait for three more. So, super super exciting. Okay. How about you, Bob? What made you jump into this? Sure. Like like Janna, this is a this is a second run for me. Ultimately, the the first run again was a strange time. It was just we're just emerging from CO. I have to say that the the COVID experience, you know, c certainly affected me in a

035lot of ways despite all of its obviously down downsides. I did feel at least for a certain amount of time sort of a communal aspect to it where everybody was in the same boat. Um I started doing a lot more volunteering during that time. I had a job change where my I was hoping at least it hasn't worked out that way, but I was hoping that my I'd have a little bit more of a a balance between uh free time and I thought that at least prior to that I I was never sure that I could actually fulfill the the commitment to it. As soon as I became uh in a place where I thought I could fulfill the commitment, I ran. I thought I could bring something to the board given my my background.

036Um, in terms of the, you know, sort of running again. Um, like I I mentioned, I I I think that there's a learning curve. Um, I feel as though I am better at it now than I was three years ago. Um, my kids, you know, some people say, well, your kids are out. What do you you know, what what do you what do you care now? But like I said, I I I really really believe that the public education system is so so important that at this point I think that I am um more value added now than I was then. And I think that I I owe it still to the community and to the school. They did a great job by my kids um you know to give at least one more you

037know one more one more term uh to try to to try to repay that debt. Thank you. And Susan, this is your first thing. what force what what inspired you to jump in this time? Yeah. So, uh kind of like John said, like I don't I don't necessarily have an agenda. Um I I definitely I have thought about it for a long time. Um it's just something that I've been interested in. Again, I like education, but um I like to talk to people. I love to work with others. I love being a part of the community um or a community and our community. Um, I've been a part of this community for 39 years, so I'm not really going anywhere. But, um, my husband and I both graduated, um, from Bethlehem and had great experiences,

038and there's even I look at the experiences that kids have now, and there's even more experiences within the district for them. Um, and so I just, you know, wanted to become part of that conversation. Um and you know to just keep on being positive about what we're already doing. Um being a listener but also providing um with my um providing with my background some bringing that to the conversation as well. Not necessarily bringing change but more um insight into the conversations that go on within the meetings. Great. Okay. Thanks. Um, all right. Oh, I just I was at Voresville the other day registering tapes to vote and we had to be there at 8:00 in the morning or some ungodly hour. What? And I remember reading that it's they say high school kids should sleep

039in and come in late. I think in Bethlehem they probably come in early, too. So, here's the question. Some probably from some high school student that wonders why they have to get up at 6:00 in the morning. Should the high school start chi time be changed? Um, if you support time change, what would you do to implement it? And Bob, you get to go first on this one and I suspect you might have discussed this in your on your board at some point. It comes up all the time. Starting off personal, I I you know, I I know there's a lot of science behind this. You know, the circadian rhythms of kid and who learns better at at earlier times. And I do agree that the the you know, the start time is something we

040should be looking at changing. I know that there was a move, a push to this pre-COVID. Um, obviously the world fell apart for a few years and then sort of got pushed back onto the back burner. Um, I will tell you that, you know, one of the learning experiences I I've had is that you you have this idea that I I definitely agree with, but once you get into, you know, how the sausage is made, it's it's it's a lot more complex and complicated. Um, you know, there are union rules about, you know, this school or that school. There's the bus routes. there's there's a lot of moving parts to make something even when people agree that generally this is a good idea to make that a reality is not just a snap of the

041fingers. Um so I will say that we have had discussions we've continued to have discussions on the board about this. I continue to support the um the idea of changing the start times. I know we've we've we've made some progress at least in coming to some sort of resolution. But, you know, I'll be just completely frank. There's a lot of moving parts and it's not an easy thing to happen. Um, you know, we don't just get to snap our fingers and there's a lot of pieces to the puzzle. You know, whatever, you know, sort of metaphor I can use. But it I will say that I support the the the idea of it. I think it's a good idea and we will continue to work towards that goal. Okay, Susan. Um, so I agree. It's

042a definitely the research is there about the um later start time for high school especially um getting that rest in. Um there is a lot of moving pieces for sure and things that look good on paper don't always work in the real world. Um I think one of the things that and I'm not opposed to the idea of it. Um, I I do think that there are I know of districts that have gone to later start times and it would be interesting to have a conversation um with those districts on the attendance and if the attendance has changed because um again things could look good on paper but it doesn't necessarily mean that moving a start time is going to change attendance. Um, and all the pieces, logistics with, like Bob said, the buses, um,

043sports, um, where would you, you know, these are things that come to mind when I'm thinking about later start times? Um, games being moved, are all districts in the area going to and uh, be on the same page with this later start time? Um, so I guess thinking and you guys have probably had the conversation since you've been saying that you have been talking about it. do the pros outweigh the cons? Um, so I think it is a great discussion to have um and to continue to have and you know see what works but by talking with uh districts that have already done it and seeing if it really has been a benefit would be a great place to start as well. Okay, John, what's your read on this? Uh I pretty much have the

044exact same thing to share as them. Um, yeah, I I I agree. I mean, the science behind it is there. As someone who doesn't sleep well at all, I get all the health benefits and um, 100%. But the ripple effect is just massive. I mean, we've looked at it several times and, you know, I I think like the best case scenario ended up being like 26 minutes was what was what we could potentially try to try to get. And I, you know, I guess my solution to that, and it may not be uh super desirable, but maybe kids just take a break from their phones earlier, get the blue lights done, and they can go to bed early, and they can get the extra 26 minutes of sleep. Just a thought. But I just think,

045you know, again, I think the ripple effect is just way too way too massive uh at this point to really doing it's really going to provide a mass massive benefit to our to our kids. Does anyone know does anyone around here have the later start? Any of the school districts? I my district changed to a later start time for high school. Curious. Okay. Um all right. This is state state budget just passed. It says do you know how the proposed elim and I forget I'm not sure. So um how the proposed elimination of the hold harmless practice uh that would affect Bethlehem. Did they keep Is it still in the budget? Does anyone know? Should I ask this question? Okay, I'll ask it and you should know. All right, you better know somebody. Um, and

046I should know. Would have if and would you be in favor of eliminating it even if that resulted in a reduction of aid to Bethlehem Central or the Bethlehem school district? Okay. The hold harmless business. I remember last year was is an issue and it was held in and this year's budget I presume it was an issue again. And so let's see. The first one to answer this time is Susan. So do you know how this hold harmless would affect Bethlehem and how do you feel about it? Um, so to be quite honest, I'm not super familiar with um the impact that this would have on the budget. So, having not been in those conversations, so I don't really have a great answer with that. So, I don't want to make anything up. Okay. All

047right. All right. Well, well, these two guys are on. Maybe one of them they've been through it. All right. Uh, so John, you're next on this. I have to be honest like Susie as well. I'm I'm not I'm not educated enough on it to really speak intelligently. Um I'd have to really research some more on it and understand it better. Uh my lawyer friend will probably have have a Okay, come on, Bob. What do you know? Yeah. I mean, look, I I I did read a little bit about the hold harmless. Obviously, you're trying to shift liability from one party to another. Um we we haven't discussed it on the board with regard to what, you know, whether it was included in the line, and we don't see it at this point. it hasn't been

048flagged as an issue with regard to um affecting any of the um any of the budgeting or any of the the the impact to Bethlehem schools. So, I will say that it hasn't uh percolated up to such a degree that we were we were concerned about it at all. Okay. And for those of you who have to vote next week on the budget, there was a budget presentation and you can see it online at the same thing where you're watching this tonight um to find out if what the impact is on the budget since um that's where to find the answers since none of us seem to know the answer. All right, so the person that asked the question, sorry. All right, so we will add another ask another question that I hope you do

049have the answers to. Um let's see. So, we just went through Susan, John, and Bob, you were the last one there. So, John, you're the first one on this one. Um, okay. And you talked about this before on safety and that you have SRO's in your school and I don't, this question says, do you support adding school resource offices officers to every school building in the district and how should data be used in making this decision and ones like it? Uh, I think if money and resources were unlimited, uh, of course I would support it. I think that there's there's a lot of, uh, moving parts on this one as well in terms of union contracts, our contract with the with the police department, staffing, resources, budget considerations. Um, I think the two SRO's that

050we do have do a really amazing job. Um, and they are, you know, present where where they where where they they need to be. Um but again I think it also comes with the move of hardening the entrances and some of these monitoring systems that uh provides us great benefit that the kids are safe within the actual structure. Um, you know, I think we live in a in a community where response time is really is really is really really great, but I think that there's a lot of factors um that will make it difficult uh anytime in the short term to increase the number of of you know SRO's that we have at uh at the other buildings beyond the two SRO's that we we currently contract with now. Okay, Bob. Yeah. So, I think

051that the SR program is fantastic. I know that last time we got some some sort of more basic questions about whether we agree with the SRO um program to begin with and I was I was very very in favor of it. I think our SRO's do a great job. I think they help to form a very good bond between the you know this the students and the and the police officers which is always a good thing to have. Um, in terms of having an SRO in every build in every building, look, I I get the I get the question and I get the the the impetus for the question, which is, you know, our kids are are in these buildings and we want them to be safe. We want them to be as safe as

052possible. Obviously, this this question is related to the one earlier about the the safety steps and I think they're connected because, you know, the district and the board is very very concerned about the safety of the students and we do a lot of analysis to to determine sort of where the resources should be spent and and allocated in terms to get the best um I guess the best efficient and most uh you know the best bang for the buck in terms of our resources. And you know at this point I can say that it seems as though that the the the staffing level of the SRO's as it stands is sufficient. Their response times are extremely low to the different schools. Um they do rotate around. Um obviously we have a good uh relationship with

053the police. You know again you know in a perfect world I suppose you'd have you know you'd have a you know squadron of Navy Seals at every at every at every um building. But I think that what we have to do as a board is is make sure that we're allocating our resources appropriately and making sure that the safety of the students is a top priority and we're making the decisions as best possible to make sure that that priority is met. Okay. And Susan, um I I agree with both that um I mean of course it would be great to have an SRO in every building. I feel like for many reasons it would um I think forming the relationship with the the kids. I mean I know all elementary school students would love to

054have a police officer in their building. They'd think it was great. But I I think that you have to consider where is that funding coming from? Is it you know who's paying for that to to be um in our budget? So, um I we're very lucky that our district even has an SRO program and to have two officers within the um buildings is amazing. Um so I think we need to start there by seeing what we do have. Um and again, if if we could have it be all expenses paid for, then it would be a fantastic thing. I do think that we do a great job with um safety from the outside perspective looking in um with again the communication um with the way the need to get into a building doors locked and

055moving forward with that the plans that are in place as the buildings are being updated um with safety measures. So in a um ideal world it would be great to have one in every building. I know that it would be welcomed. Um, but I think when you're looking at a budget standpoint and a financial standpoint, um, you have to definitely just applaud that we are lucky enough to have them to start with. Yeah. All right, Bob, this time it's your first and um the, uh, let's see, focus moves to mental health. When a student shares concerns about their mental health, what steps should a stool school take to respond appropriately and supportively? And can you give a specific example of a mental health resource or program that you've supported for students? And goes on, the

056question goes on, what metrics or feedback have you used to assess the success of these initiatives? Okay. Um, so you know, obviously student mental health is a is a very big concern for the for the district. Um, again, I'll go I'll fall back on um I suppose the the role of the board. Okay. Sometimes I think people have a a misunderstanding about the what the board functions as. Um, you know, the board is not coming up with the steps to address mental health problems. Okay. the the school has professionals um both teachers and counselors whose job who've been trained in that area. I haven't been trained in mental health. Um you know, so you know, no one would want to sort of take my word on how to address mental health uh uh concerns. So

057the school has lots of resources that it that it um accesses and it comes up with the policies and procedures that it has um in response to the professional uh experience and advice of its of its of its um employees and of outside resources. The the role of the board is to to number one support those efforts and make sure that they're funded and to explore to the extent that there are other options that are brought to it, you know, either by the community or by or by the teachers to make sure that those efforts are supported. Um, you know, so with regard to specific uh steps, again, I don't have any specific steps because that's not my role and that's not my expertise. Um you know the I think the first part was whether

058I have any concerns. You know obviously I have concerns uh about the mental health of students. I do know that, you know, we have certainly been apprised at the board level of different circumstances and I have been very impressed for the most part with the with the um abilities and the responsiveness of the the school district personnel and I think we have a great team and you know our job as the board is to make sure that they have everything they they need to do the best job that they can. Thank you. Okay, Susan. Um so I think that the social emotional um support of students is and staff is one of the top uh priorities um in a building. Uh it's known a student can't learn if they're not feeling safe or um ready

059to learn um based on mental health or um a need like that. So again, I agree. I think as a board there is the need to support the administration to support the teachers within the buildings with the resources that they need um making sure that they have the programs or the plans in um that they need in place and how we can support that. I don't necessarily we're not in the buildings enough to uh know the kids. Um those are the frontline people that we need to be looking towards um and listening to if they are feeling as though um they don't have the support that they can give to their students to ensure that they are safe and uh ready to learn each day. So, um, as as a board member, I think just

060having that open line of communication with teachers and staff and faculty, um, to make sure that they are feeling like they have everything they need to move forward, um, in that development or in that role that they play each day as a big part of students mental health. Okay. And John, yeah, I I I'm going to probably reiterate most of what both Bob and Susie said. I mean, I think as a board, it's us supporting, you know, the resources that we have, whether it's we were just talking about the SRO's, utilizing them for, you know, welfare checks or having them be involved for for home visits. Um, where there may be some some of your concerns, uh, some of the software we have that may be monitoring some of the language that that that that

061the kids are using and their messaging to see if any red flags come up. So, I think as a board, it's really us embracing these these options and supporting these options and resources. Uh I think you know in terms of the metrics I I would imagine there's a lot of confidentiality issues that not that much can be can be shared with us. Uh so I don't I don't that's really our role to get too too deep in into the into the the weeds in that. Um I think obviously again as Susan said you know the social emotional development of of our kids the mental health of our kids is is paramount just equally as much as their actual academic achievements. But I think as a board we need to support uh the great staff and

062give them the resources that that they need in order to be effective to really help help the young people who may be, you know, fighting whatever whatever, you know, battle they're fighting within um or whatever their their circumstances are that are having a negative impact on their their mental health. So, okay. All right. Next question. Um, and this, um, I don't know if it's anything here, but it is some things that have happened other places in the country. Um, what measures has or will the school district implemented to ensure that sports coaches adhere to a code of conduct and that student athletes feel safe and supported in reporting any concerns about a coach's behavior or potential violations? And Susan, it's your turn to go first this time. Excuse me. Would you just repeat that just

063one more time? It's what me what measures has or will the school district implement to ensure that sports coaches adhere to a code of conduct and that student athletes feel safe and supported in reporting any concerns about a coach's behavior or potential violations. Okay. So, Susan. Okay. Um, so I think that following the code of conduct is the first place to start and and as a a board member ensuring that the code of conduct is followed by the athletes, but then um contractually there's by coaches as well. And so I think to make a student feel comfortable enough to ensure that a coach is also following a code of conduct. Um I guess I'm not too sure how to really answer this question in other than you know um creating a safe environment for students

064uh having like a a mentor or um within teams or captains that they could feel safe with or community members, parents going and uh having a safe conversation in that sense. But um for a code of conduct for coaches, I'm not really too sure about that one. But I do think that creating a safe um athletic environment is a priority and um should be a priority in the district. I know that there is so many teams and so many athletes. Um so to keep that um safe playing environment um is important. Okay, John. Um yeah, I think it's certainly an interesting question to try to give a solid answer on, but I think I mean there there obviously have been issues in the past and it sounds like this person is probably referring to something

065that they that that they experienced. I think in the past, you know, the time that that I've been on, you know, information has been shared with us as to what's happened, action, you know, corrective action action plans. My understanding is that the AD meets with the coaches before every season and kind of lays out what what what's expected of them, what is their code of conduct. You know, the students sign a code of of of conduct. I know, you know, a few times we've had a third party get involved to do investigations and um Bill Claremont was involved and kind of to, you know, supervise one of one of the teams. So, I think I mean I guess in terms of I I feel like we have some policies and procedures in place. I think

066it's up to the AD to really stay on top of that and respond to parent concerns and take those concerns serious and really look into them all the way and investigate. Um I my understanding is that a lot of times when something happens they'll interview players individually, players as a team, try to get some information, some background to see what the clear picture is on the situation. So I think continue continue to do that. I think it's also empowering our kids to be advocates for themselves, support their teammates, um and I think keep those uh lines of communication open uh is really really essential that they feel safe to express what's going on. um if there are, you know, legitimate concerns and legitimate issues. Um in terms of additional things implemented, I'm not sure if

067anything additional has been implemented um policy-wise. Um but again, I think I think given that the the AD does meet with the with the coaches at the beginning of every season and reviews what the expectations are in their code of conduct, that's really has to be our our starting our starting uh point for that. Bob, yeah. So, I'm not sure whether the the term code of conduct here is a term of art is something specific that whoever that the questioner is has in mind, but you know, every employee of Bethlehem School District, including the coaches, is bound to a certain level of professionalness and and conduct. I mean, that's just the way it is across the board. Obviously, the coach's conduct, you know, is a little, you know, it's not the same as the teachers,

068but they are held to a standard um about their conduct to the extent that there are problems. I am a big sort of process person. Um I think that when you have a when you have an organization as big as Bethlehem, um you have to have you know you you can't deal with things on one-off situations. What you have to have is a robust process to addressing these situations. To the extent that you think the process is broken down, then that's where the board can become involved um with with the administration to try to improve that. I sit on the the policy committee and so we review our policies all the time to make sure that they continue to be relevant that they make sure they continue to address new things that are popping up.

069So to the extent that um you know students want to report it, I mean there are processes in place right now to the extent that there are improvements that can be made. Again this goes back to sort of the collaboration between the board and the community. Um, I we get emails all the time making suggestions, making complaints, which is fine, making, you know, comments about how things are running. And I can tell you that every one of those emails is read and considered by the board to to the extent that there are people who have had negative um experiences. Um, I certainly would would would encourage them to reach out to the board, to reach out to Holly specifically and uh and and we you know and I can tell you I can guarantee you

070that it will be um it will be read and it will be you know considered. So we're always looking to make improvements and we're happy to do that. Okay, I'm combining two here. I think I'm think I'm going to have just the right number of questions to get us to the end of our time. So Don, you go first on this one. and you were talking you were these last questions led to interaction with the superintendent. So there's two questions here that relate to that. How would you respond if you disagree with the decision decision of the school administration? What kinds of data should the board rely on? And do you feel that the board has adequate input into district decisions? and overarching maybe the same question. What do you believe is the role of

071the board as it relates to the supervision and oversight of the superintendent? So John, you get to go first on that. Okay. How would you respond if you disagree with the decision of the school administration and then the rest of it kind of how does that work? What kind of data would the board need to do that? And do you feel that you have adequate adequate input into district decisions? And overall, what do you believe the role of the board is as it relates to the supervision and oversight of the superintendent. Okay. We get two minutes for this. Um well I think if we if we disagree with with administration or superintendent uh we are fortunate that we have we have we have we have counsel um who we can reach out to and get

072advice from them um that would typically happen you know during executive session or something like that. So I think that to the extent that that that that happens I think we would bring that to the board and then discuss as a board and then discuss the action going going forward from there. the board's, you know, one of the board's main jobs is to supervise uh the superintendent and and worry about accountability. So, um I think the data the data we we would need um I think it would be kind of more specific to the the situation that that happened. Um, I think again we're we're certainly open and willing to ask questions um and to request more information before making a decision or taking action or you know coming to some type of consensus as

073a board. Um, so I think we're very fortunate to have that open line of communication with our our council. Um, in terms of the role of the board and supervision, yeah, I mean, you know, as as as Bob said, you know, the people think that the board has this massive overreaching. I mean the board is really meant to supervise and hold the superintendent accountable uh and you know really fiscal responsibility. So um I think and as those things relate relate rel really to policy. So I think it's as long as we stay in our lane and manage things within that lane uh we're certainly doing our job and I think again our biggest our biggest job is to to make sure that we're holding the superintendent and the the admin accountable and managing you know

074discrepancies within there. So, uh, hopefully that answers the question. Yeah. Oh, it'll have to be right Bob. So, in terms of sort of take it, I suppose backwards terms of the role of the oversight of the superintendent. I mean, that is that is our role. So, the everybody in the district reports up to the superintendent and then the superintendent reports to the board. That's just how that's that's sort of the chain of command. So none of the teachers report to the board, you know, none of the other administration report to the board, superintendent reports to the board. And so we have um you know, oversight responsibility. Now, in terms of the data that's used to assess that oversight, that's that's a tricky question. So So I think I mean this the data can be be

075two things here is one is how do we how to evaluate? Okay, there's always going to be discussions and ongoing concerns about the types of metrics that one might use and the data used to support those metrics with regard to performance of a job like superintendent. Okay, I could tell you that it's not an easy task. It's something that the board continues to discuss and to refine every single year I've been here is to what you know how to measure things, what kind of goals to set and then how to assess whether those goals have been met. of course the you know because the goals are always amorphous they're they're always you know increase student participation increase student scores and so they're not always easy to measure so that's that's an ongoing thing obviously we

076we can we take that very very seriously and we uh continue to uh you know try to improve that process as we go uh with regard to uh disagreement with with the sup with the superintendent or the administration um if we disagree we'll voice that opinion and we meet regularly with members of the admin administration and you know I can tell you that we're not shy about sharing displeasure about different things. Um you know obviously again the the board has a very specific role and the administration is administers to the to the school and the board you know has has has power over the purse strings and so um you know obviously we we express our displeasure on a regular basis sometimes much to to Jod chagrin uh but that's the way it is uh

077and that that's I guess that's my answer. Thank you. All right, Susan. All right. Well, they had an advantage in that question, I feel like, being on the board. Um, but I I um, you know, specifically, I think it would have to be a case-bycase um, answer just me responding to this like, and I think disagreeing is not always a bad thing. it brings up important conversation um that then maybe needs to be looked at a little bit more on both by both parties. So by the administration and by the board um and like they said seeking outside um conversation with the council or looking at but again keeping the policies at the forefront of that conversation to guide where that disagreement comes from. Um, so again, you guys had advantages, but I I think

078just I don't think disagreement is bad as long as you can disagree in a uh respectful way, but also having that evidence to kind of back up your your thought process and then come to an agreement based on what's best case scenario. Okay. So, I have two more questions and this one I think is pretty straightforward and the second one is going to be um pretty open-handed and it'll take the next 20 minutes or so. Um but the first one um and let's see Bob you go first on this. Should the district prioritize literacy in the schools and can you provide any specific goals in this effort? So, as a former English teacher, uh the answer is yes. Uh the school district should prioritize literacy. Um look, I I think that literacy and and and

079the mastery of the of the language is quite frankly the the cornerstone of all education. Now, we've got some crazy things coming down the pike with the AI kind of stuff, and that's a that's a that's something we're going to have to address. But I can't overemphasize my feeling about how much literacy is important. Um, you know, the the that's something that we've been addressing quite quite quite earnestly. Um, you know, there's the science of reading debate that's been going on for the last couple of years about, you know, the best way to teach literacy. And I know that uh Susie is going to have an advantage here being a reading teacher, but um that that's something that the board has considered very very very closely. We've had several presentations by the reading department on

080this. Um we have gone to new systems. We you know that sort of shift back a little bit to you know what I consider to be what I what the phonics um you know and it's a science just like any other science. There's data that you can assess. there are uh schools of thought that need to be considered and there are you know steps to be taken when you have decided as a as an organization as an institution that you know there are better ways to do it. Um so in terms of the goals you know certainly I mean we track the literacy um of our students very very closely and those those um those numbers have been increasing very very nicely. Um I think we had a little hiccup during the COVID unsurprisingly but

081we we tracked them very very closely. Um our literacy program is ex exceedingly uh effective. Um we have continued to stay on top of the latest developments in the thought process with regard to teaching uh reading and literacy and you know I expect that that will continue uh in the future uh and I certainly would support all of those efforts. Great. Okay. Susan, yes. Um, prioritize literacy. Um, I I think just to begin with, like literacy is the backbone in so much of learning. I mean, you have literacy in across all subjects. So, um, to start at such a young age and really prioritize literacy um, in in the primary grades is going to be one of the best things that we can do as a district. and to go back to that science of

082reading um debate and the data is there with all of that research. Um but regardless of that, whatever program is chosen based on uh how the district has gone about choosing a program um the evidence through the I Ready I think is what we use um is going to be there on whether those programs are um working or not. And I do think that change is good. So although um you know reading might have been taught one way five years ago um it's okay to embrace the change and move forward as long as the data and the research um and the research is there to provide that um learning and that programming for the students. Um, but I think that we as a district do a nice job with the literacy piece, at least what

083I'm seeing in the early grades. Um, and I think that we have the programs and the supports in place um, for that early intervention so that we are kind of catching it before it's gotten too far and snowballed. Um but yes, prioritizing literacy funding um where it needs to be um adding programs or staffing where we need to um is definitely a priority. John, uh I agree wholeheartedly with Susie. Um and I think yeah I think it's you know it's it's literacy and reading is a lifelong um skill whether you're reading directions or you know some whatever reading comprehension is always is always necessary. So I think it has to be uh a priority. Um I think again we you know things go back and forth the science science of reading now we're using foundations.

084I mean you know I think we're we're fortunate that our district is very is very proactive. I think you know the constant I ready testing I mean I know my kids thought it was a little excessive uh but I think I think it is good that we are tracking it. I mean I think we were fortunate a lot of schools during co kind of fell off a cliff and I think we we had a little bump in the road but you know the the the recovery has been pretty exceptional. Um so I think we're we're certainly fortunate that that we have that here. Um, I think, you know, our uh once the kids hit middle school, they get the s the the summer summer reading list. Um, so I think that there's there's a lot

085of a lot of priority there. Um, and I think again the the constant testing shows that our kids are are performing. Uh, we do have wonderful reading teachers uh where kids who who do struggle can get the the additional assistance. So, um, I think I think it should it should always it should always be a goal. I think we're certainly tracking it. Uh, and I think any ways that that that that we can improve that, the board would definitely want to want to support that in in any way they could. I think it's interesting the question that came up was literacy. Nobody asked about I can't remember what the terms the tech stuff that nobody asked about that. No, no, none of the questions were in which I thought that was all of a thing

086these days, but I've been around too long. All right. So, I have I'm going to try to do two questions and then the final so that you all get to go first again. Uh Susan, it's your turn. Um because I noticed this last question is really two questions. Um this is maybe quick and easy. How do you feel about the restructuring of the elementary school boundaries in 2026 and 27? This as members of the board, you'll be facing this. How you watched this presentation though, so I said I just watched this presentation. Oh, there you go. Okay. Oh, okay. Sorry. Sorry. Um I feel um it has to be a bigger conversation, but I also know that within the meeting that I watched last week, uh you guys had spoke about hiring a consulting firm,

087if I have that word incorrectly, and I feel like those are the professionals. So to be honest, um I mean we live in a great district. All the schools are amazing. It really impacts the elementary schools because that, you know, then everybody goes to the middle school and then the high school. But um you know, I know that people move to where they feel um is going to be best for their family or school. But in my opinion, um all of the schools are great. They all have great teachers. They all have great support. Um, so I do know that that is a even just talking to people in the community this past week, um, something that people feel very strongly on, but I also know that I was just at our PTO meeting last

088night and there are some buildings that are busting out the seams and then uh, the building that we're at is used to be one of the biggest ones and now it's uh, shrinking in size a little bit. So, I don't necessarily see it as a bad thing. Um, because the end goal, especially um, as a teacher, smaller class sizes and as mom, like a smaller class size is the most important part. So, um, I don't necessarily have negative feelings about it, but I do know folks feel that way. But again, I think that working with the professionals on this is going to be the best thing possible, but in the end, it's a great district and no matter where you go, your kids are going to have great friends and a great education. All right,

089John. Uh, I think it's it's a super difficult uh topic uh for people. I mean, you know, you look at what happened during Clarksville's closing. Uh I mean there was a ton of emotion and a lot of anger and people really really really struggled. I think it is the situation we're in right now with the way that the um the population changes are and where people are more concentrated and not and you know the numbers numbers at schools I mean it's it's it just becomes very difficult which then also translates the ripple effect of the busing and the staffing and you know keeping things equitable that you know this principal has 12 teachers to supervise but this this school principal has 20 teachers. So there's a lot there's a lot of factors that have to

090kind of go into there. Um, if we don't pay attention to that and don't try to try to, you know, mitigate it before it becomes a massive Clarksville situation, you know, it sounds like the goal is to not redistrict more, look at flex zones. Uh, I think having the the consultant come in is going to be a huge huge benefit just to get some input from someone who has dealt with these issues because hopefully they'll be mindful of again the emotional pieces that that are out there, the physical pieces that are out there and a lot of the you know kind of structural um, you know, pieces that need need to be considered within the actual school district and the staffing in the union. So there's there's a lot of pieces to to to consider

091there. And again, I I think the benefit right now is that the district that went through a redistricting and went through all those those difficult times is very considerate and sensitive to that issue. And I think much less likely to just go into we're redistricting. This is it. We're trying to find the best the best the best solution possible to to keep things copetic. And Bob, your re your thoughts on it. Yeah, I mean, a lot of this is going to be reiteration. You know, talk about the third rail of local politics here. you know, redistricting your elementary schools is is sort of, you know, how to touch a nerve because people come attached to them. And that's a good thing. It's a good thing that our communities are attached to their local their local

092schools. It shows the commitment they have to those schools and it shows the commitment that the schools have to the students. Um, but the reality is people are moving to different places. I mean, if you look at the map, uh, we just had the presentation, you can look right at it. you see where the growth areas are and they're not in Hamburg, you know, they're just they're they're they're Glenmont, they're they're they're um you know, the Eagle District because that's where the houses are being built and that's just a reality of that that we're going to have to deal with. Um I think that um the the best that we can do as a school district and as a board is to take uh as much time and consideration uh and care in any decisions

093that are made with regard to changing any kind of boundaries. Um we are considering something we the presentation I think last week last time maybe the time before um about it. Um we're we're you know I can tell you as a board we we're taking it very seriously. We are you know talk about hiring consultants to do it. Uh it's a reality folks. It's just it's happening. Um we can't have you know 30 kids in a classroom over here and 10 students in the classroom over here. That's inequitable for the students and for the the the teachers as well. So, the best we can do as a board and as a district is to make sure that we are making um the best and most considered decisions possible um to to to serve the community

094in the best way that we can. Okay, this is the penultimate question and then you'll get to do your final statements. Um so, let's see. John, you go first. Good thing I don't have to talk anymore. I'm losing it. Sorry. What do you see as the top two issues in need of change or growth for the district? And how would you address these as a school board member? Well, I just made it. Yeah. Thanks. Did you get it? Did you just say ch? You said change and then something else. Was there the top two issues in need of change or growth for the district? And then how would you address these as a board member? It's a zinger for the last question. Um I think that the uh I think top two and maybe just

095because it's been uh a lot more of a topic. Maybe because it's like I'm seeing more people with it's it's it's end of the year and there's there's IEP meetings and stuff like that. I I think I think you know I think I think special ed definitely needs uh attention. Um again I think I think with the leadership change with Doug coming in um I think it's definitely moving in a better direction. Um I think change doesn't happen quickly. So I think that that's that's something that that will that that will take time. But I think it's to me it seems positive that there seems to be more dialogue. There seems to be again an organizing of better lines of communication um between some of those. So I and again I I think I think

096receiving feedback um is really is really is really critical and I think that that's an area where we can get really wonderful feedback um that can that can help to move things in a in a direction. Um the second area that I'd like to see change in um I think the only thing and again I this is just my I wouldn't say change or or caution but we've discussed this several times with some of these um curriculum programs that they that they brought into some of the schools just that we're we're giving these these different uh curriculum changes a chance to see if they're going to work or not before we change to something else. Um, and I think seeing them through uh is um so it may not necessarily be an issue, but I

097feel like as a as a policy or you know, something to consider that whatever whatever whatever kind of curriculum changes we're looking at that we're really vetting them and giving them the time to see if they're really effective and beneficial uh before shifting to something or before just locking into it and trying to write it out um and having it not be not be beneficial. Uh and how would how would I address these? Again, I think as a board, it's really about us getting information, us knowing what's going on, and um we'll have to wait and find out more. But I think I I think I think just for two second, I think it's really just just trying to to do our best to see how we can manage things from a policy standpoint, from

098a budget standpoint, and as you know, advocates to make sure that uh the school is is really doing its best to move move things forward. Okay, Bob. Okay. Um so growth is change. So to a certain extent those two things are redundant. I guess the two two two areas where I would want to see growth. Uh and and obviously I what I want to make sure I I express is that I don't think that these are are failing as it is now. But these are two areas where I think that we're going to have to sort of grow, you know, as a community. The first is something I think that was alluded to earlier that didn't get really touched on is our our use and adaptation of technology. Um, I just think that this is

099a an enormous sea change to education that it's not been ignored. There's been a lot of ink spilled on it that we really are going to have to come to terms with. What is AI? How is it being used? How is it going to be utilized in the classroom? I just think it's, you know, as a as an older person, you know, I can get a can look back at the good old days, but unfortunately, uh, this change is coming and it's one thing I've talked with the board about. We're going to have to get our arms around it. We're going to have to come up with some policies about how it's utilized and how to how to embrace it because it's coming. And I guess the second sort of area of growth that I'd

100like to see is an increased um I guess attention and interest and I and they do that now. So I don't want to I want to make sure I'm I'm not suggesting that this doesn't happen, but to the to counseling for our students with regard to career opportunities and and their next steps. Obviously, Bethlehem, there's a lot of kids who go on to four-year colleges, but that's not, you know, that's not necessarily the best, you know, option for everybody. I just think that we have to make sure that we are continuing to address and to present to the students, you know, the smorges board that the buffet of options that they have because the two-year options and the career, you know, the Boseies, you know, kind of options are fantastic options for some of these

101kids. You know, not every kid's the same, different strokes for different folks. However we want to put it, we have to make sure as a school that we are providing our students with as many different options, as many different choices as possible. And that's an area of growth that I'd like to to see continue. Okay. And Susan, um Okay. So, one of the pieces I guess I'm going to go with the word growth, not change. Um, but the social emotional piece p piece I would love to see more or just growth in across the board because it's not just a Bethl thing. I think it's across New York State, it's across the country, the world um especially of kids. Um and so I think that um growing that as even uh the programs within the

102district, the the resources within the district, um curriculums used, I think that is an important piece to ensure that our kids really are able to um you know, function at their best when learning. Um, I saw something in the fall, I think, at the high school, community day, or I might be mixing up the name, but they had like lots of different, um, uh, things they could do. They had like dogs come in, they had speakers, and I just thought that is such an amazing event that they had, a whole day of it. And to bring that to all the levels would be really great. and also to um continue to share the appropriate use of technology um outside of school and during school. Um it starting at a young age I think would really

103help that social emotional piece. And then again, um I feel like looking at the special ed and the growth in that programming, um ensuring the programming is available for all students and their learning needs and that um all programs are staying within compliance um of the state regulations for those kids so that they are able to achieve their um their best outcome as um in education. Well, I think we are so perfect. It's 10 of and at 10 of you're supposed to do closing remarks. So, you guys are great with your timing on things and the right number of questions. Those of you if you submitted questions and we didn't get to them, sorry, but I think I tried to cover a pretty pretty broad spectrum of things that are relevant to Bethlehem. And I

104hope you got some good answers. So, now Bob, you went last when we started, so you got to go first when we closed. Okay, great. Thanks. I appreciate the um the efforts that you've had to make sure that everybody gets out and gets an opportunity to hear. I agree with your your mission about making sure that the voters are informed. So, I appreciate your efforts and the efforts um of of your organization. Um you know, I think that this experience for me for the last three three years that my my experience on the board has been, you know, has been interesting. It's been frustrating. It's been infuriating and it's been wonderful. And so I I I think that um one of the things that has has really occurred to me and and I've learned is

105just how wellrun this district is from the internal. It's it's amazing to see how the sausage is made. Um and and the amount of work that goes into making sure that a ship of this size continues on uh you know in the right direction and the amazing amount of work by you know all the professionals and all the people who have done it. That being said, of course, I do think there's, you know, as always, there's room for improvement. We always want to keep pushing forward. I've said a few times that I feel that I am in a better position now than I was three years ago to serve the district, to serve the board. Um, I think I am uh more value added. I'm more effective. I have more knowledge now. Uh, which is

106one of the big reasons that I that I decided to run again. Um, you know, if if given the chance, I think I can serve the district well. and uh I hope you give me that opportunity and again I thank you uh for your time and and for the efforts of uh of the organization. Thank you. Okay. And uh Susan. Oh um so yeah, thank you for putting this night on. I uh enjoyed it much more than I thought I would to begin with to be honest. Um but yeah, so I I agree. I just definitely again put my name out there because I wanted to become a part of the conversation um in better understanding the ins and outs of the district and um again being living here 39 years um graduating from here

107I've just always had pride in the community and um so just kind of again keeping up with that conversation to ensure that that education and those experiences are still there moving forward for all of our students going through Now, um that was just, you know, something I do have passion for and um what brought me to this seat. So, thank you again. Thank you to Bob and John again. I really did enjoy it. So, yeah. All right. And John, you got the last word. Uh yeah, thank you. Thank you again and thank you for all you came to enjoy this um experience. Yeah. I mean, I think I want to start with saying that we are blessed to be in a really tremendous district. I think it's a it's a lot to juggle. uh for

108our staff, administration, everyone to really try to meet the expectations that are there by the community and the taxpayers. I think that there's uh there there are there's a lot of pressures uh from so many different different different areas and it's really hard to prioritize things. So being on the board has given me a much much greater appreciation um because everyone has their kind of driving force uh when we get people reaching out, but there are there's so many driving forces and it's really difficult to do that. So I definitely acknowledge that. Um, and I think again I think still our school does a really amazing job at at trying to to please as many as possible and do a really great job at the same time. Um, I feel that myself I've I feel

109like I've proven myself to be uh beneficial and a contributing member to the board. Um, I feel like I understand the importance of making decisions and considering different perspectives and being mindful to outside influences and and what we have going on. Um, I do believe that, you know, emotionbased decision-m doesn't really benefit us much. Uh, and I think at the end of the day, we have to be a board that is uh respectful uh and can kind of move forward on a uh on a path to together regardless of whatever decisions are made. Um, and I feel like I've I've been there. And I do very very much like Susie, I believe that the social emotional development of our kids is just as important as their academic success and achievements. And we should celebrate all

110of that together. So, um, again, I I I I think we're blessed. We're blessed to be here and I think, like I said earlier that the goal of our school is to create functionally productive young people. Um, so they can become functionally productive adults. And if I have the opportunity to to continue, I'd certainly love to to help to do that for the next three years for what I can do to help to foster that in our school. Well, I just want to thank you all three for sticking your necks out for this. And I think it's always sad that not all three of you are going to be on the board because I think you all sound terrific. Um, you people in Bethlehem, thank you. The people that submitted the uh questions, I think

111you did a great job and I tried to again do the best job of spreading them around. Thank you to the the school district who set this up. Really, it's it's always as the league person, I've done this three or four times now. And working with the Bethlehem school district on this is terrific because they do all the work and we just show up and it's wonderful. And those of you out there who are watching this, watch it and make sure next Tuesday, week from uh less than a week, uh you show up sometime between 7:00 a.m. and 9:00 p.m. Is that what it is? 6:00 p.m. 7 and 9. I know 7:00 a.m. to 9:00 p.m. and uh you know bring your National Grid Bill or whatever it is and um make the tough

112decision to pick two of these three people vote on the budget. I guess you have a tricky library board thing to uh vote on too and um glad I'm not doing that candidates for them and uh vote on the library budget but this is wonderful. Thank you for letting us work with you on this. I think it's great and good luck to all