FCSD Board of Education Meeting 4/14/26 @ 6PM (At the Ed Center on 4th Street)

001Mhm. >> Mhm. >> Ready enough. Good evening and thank you for joining us this evening. Can I have somebody move action 1.02 to approve the agenda? >> Move it. >> Second. >> All those in favor? >> Aye. >> Opposed? >> Abstaining? Passes 7-0-0. In the event of an evacuation and we have an emergency and we need to leave the building this evening, we have two points of exit outside of the room. If you can pick the closest door and move as far away from the building as possible. Would you please join me for the pledge of allegiance? >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> We'll move into our public

002forum. I just want to make a reminder that you have three minutes. Um, this is three-minute time limit. Um, and if you have not left your contact information with us at the end of the evening, just make sure that you we have your phone number um, so that we can get back to you at any point with any um, questions that need to be answered. So, our first person up is Pat Marino. Welcome. >> Hello. I would like to speak about the policy change a few years ago where the Fulton School District no longer honors a valedictorian and salutatorian. This is met with a lot of unhappiness from students and families. What is hard to reconcile is the way we make so much of our athletes. And don't get me wrong, I love our athletes.

003I love sports. I attend games our granddaughters aren't even playing in. I work the snack bars. Our girls play sports, but we splash all over Facebook the college commitments for athletes in a huge way, but we can't even mention our top two academic achievers. It's very hard to understand. These two students put everything they have into doing all the assignments, working hard, getting the job done. Why is it so wrong to have some acknowledgement for it? Our granddaughter did not find out her rank in time to put it on any of her scholarship applications. She had to write not available, which undoubtedly will hurt her financially, and that seems inexcusable. Publicly honoring these students validates the purpose of education. I'm really hoping with our new superintendent this policy will be changed. A small group of

004people should not have been able to make this decision for a whole school district because our main focus at FCSD is supposed to be learning. We are an academic institution. I called around to different schools in the area, including Liverpool, which I believe our superintendent, Mr. Lawrence, is from, and they are still doing the honor, and are surprised that we do not name our top two. As a side note, I read an obituary on Sunday posted by the Fulton Teachers Association on Facebook for Mrs. Shirley Hayden, a beloved retired FCSD teacher. It stated she had a deep appreciation for education. She 89, earning salutatorian honors from FCSD. As you can see, she was proud of that honor right up until her death. This is from a past honoree who wishes to remain anonymous. As someone

005who was honored as a salutatorian, I experienced firsthand how meaningful it was to have years of hard work and dedication acknowledged. Recognition such as valedictorian and salutatorian not only celebrate academic excellence, but also serve to inspire students to strive for their personal best. These distinctions can foster a culture that value commitment, perseverance, and achievement, while also providing students with a sense of pride and accomplishment as they conclude an important chapter of their education. I hope you will at least take into consideration the comments you hear tonight and think about making a change for the better for students at FCSD. Academics can't send a video of themselves striving. Their rank is what they have to go by. Thank you for listening. I appreciate it very much. Thank you. Mark Marino? >> I [clears throat] thank you

006sharing the perspective of watching a student who has achieved the status of valedictorian. Please take a minute to imagine coming home from school on Friday afternoon, immediately finishing your weekend homework and ensuring as I submitted earlier, discipline required to avoid procrastination and sacrifice of giving up a nap before going to your club sport practice to stay ahead. This isn't once in a while, this is every weekend. How about scheduling time to study or being the student that does all the reading assignment and has a Duolingo streak of 3 years practicing Spanish every day. Consider the fact the education high school freshman already researching graduate school requirements because they understand how competitive their chosen profession is. Despite this hard work, some receive no merit scholarships from their top choice universities because class rank is a primary

007factor in the selection process to these selective elite schools. These experiences highlight the videos of resilience and determination involved in reaching this level of academic success. While the public rarely receives their achievement, only those closest to them see the devastation of a tough grade or pressure of a high standard they set for themselves. We celebrate every triumph because we see what is put into it year after year. They truly have earned this recognition, and we want to ensure their accomplishments are celebrated as they deserve. I hope you consider reinstating the the tradition of valedictorian and salutatorian to applaud those who have worked hard for it. Thank you. >> Thank you. Tanya DeMars. >> Um I have a note written by my son, Ethan, um that I'm going to read. Um it's He wrote, "I graduated

008from G. Ray Bodley High School 3 years ago, and I was ranked the first in my class. Achieving this rank required years of discipline, consistency, and effort in and out of the classroom. It was something I took a lot of pride in, but there was no opportunity for this work to be formally recognized. Having the opportunity to be recognized as valedictorian would have meant a lot to me, not because of the title itself, but because it represents a culmination of years of hard work. Recognition shows students that their efforts that their effort matters and is seen. Students often push themselves because they know that their effort can lead to recognition. This is clearly seen in athletics, where students are recognized and celebrated for their achievements. Every month I would see a new article highlighting a

009student athlete of the month, which showed the school values and celebrates athletic achievements. Academic success requires the same level of commitment and discipline and deserves to be recognized in the same way. Recognizing top top academic achievement does not take away from others. It simply acknowledges the work that has been done. Removing this recognition takes away a meaningful goal for students to work toward. Additionally, I was unable to include my class rank on my college applications because the school withheld that information for so long. This limited my ability to fully present my academic achievements during such a critical time in my life. Students who put in years of effort to achieve at the highest academic level deserve to have that work recognized and supported, especially when it can impact their future opportunities. Um I just wanted

010to add that >> [laughter] >> um I know that you hear a lot of the same things and I fully believe in them all. But Ethan is a twin, so I'm hoping it carries a little weight with you. That I still think that he should be recognized even though, you know, I would never ask my daughter to downplay any of her achievements so that Ethan wouldn't feel left out or lower. So I don't know. I Can I give you a copy of this? And I also have um letters that Jerry Marvidon had sent um >> Thank you very much. >> Um Abby Wheeler. >> Hi, I just wanted to read a letter from my daughter, Emma. Um and also shout out to the the Fulton administrative crew that came to the Child Advocacy Center, Lift

011Sync, and is maybe thinking about a team next year to support [laughter] the Child Advocacy Center's mission. So, so thank you guys. Work on your song. >> [laughter] >> Um Emma graduated from UAlbany with a 4.0 in biochemistry and molecular biology, which I had to practice saying that. Um she also played D1 lacrosse all through her time at Albany, and she starts med school at Upstate in July. So, this is Emma's letter. Good evening, members of the Fulton Board of Education. I graduated from G. Ray Bodley High School in 2021. COVID. I ask that my thoughts be shared because I was the number one student in my class the year the district stopped recognizing the valedictorian and salutatorian. I understand and respect the reason the district gave for making this change. Supporting students' well-being and

012recognizing academic achievement are important goals. However, I believe it is possible to honor many high-achieving students while still recognizing these two top academic traditional positions. Recognizing a valedictorian and salutatorian does not diminish the accomplishment of other students. Academic honors are not a limited resource. Celebrating one type of achievement does not take away from another. From my own experience, removing the title does not remove the pressure associated with grades. Many students are internally motivated, Emma says myself included, to do their best academically regardless of titles. Students who strive for the highest GPA will continue to do so because of their personal goals, not because a title exists. Um I believe the district's current honor system does a great job recognizing many high-achieving students. I hope the board will consider that these recognitions can coexist with the

013traditional titles of valedictorian and salutatorian. Thank you for your time. >> Thank you. And Britney Jarred. >> Sure. Thank you for listening to us tonight. I found out about this this morning, so I'm really happy that I did though because um this was near and dear to our hearts in 2022. Mary was the unofficial salutatory. So, I guess they all kind of learn their rank and know where they all are anyway. Um we didn't I guess we didn't quite that part as parents at the time cuz we were just really busy celebrating what she had achieved, which was tremendous. Um also the decision was made I believe in 2021 and I don't know how much input there was. So, I I didn't want you to review what actually went down during that period. I know

014it was COVID and a lot of decisions had to be made and maybe there were different reasons that went into this one. What I guess I'm here to say that I agree with the speakers the what they've said tonight. Um I also know it would have been really cool for her if if she would have known this was happening, she would have gotten something to wear, but like I said, I think I found out about this at 5:00 this morning. Um so, you know, actually she's going to graduate college this year and um she's going on to get her PhD in physiology. I could practice saying that word. Um and see she um she was acknowledged by the Kiwanis Club. So, I would also like to thank and acknowledge the Kiwanis Club tonight for their

015continuation for believing in academics. And I know the school does too. So again, I'm not sure all the reasons that went into eliminating those two titles because the kids are given the ones that work and achieve high grades are given like these special um stoles or they wear them. Which time um it's the well they should. So if if the board is considering bringing this back it would be I think a benefit but not just with the kids, the families but um to the current students too, it's an acknowledgement of what they have achieved, right? To them they have an example of people that have done that. So thanks for listening. >> Thank you. So I have most phone numbers if you want to be able to reach out to our folks who talked to

016us this evening. >> Thank you. >> Action 1.06 to approve March 24th regular meeting minutes. Somebody move that? >> Move it. >> Second. >> All those in favor? >> Aye. Opposed? Abstaining? Passes 7-0-0. We have quite a few things on the uh agenda for uh the next month and a half. Uh tomorrow night is our BOCES annual meeting. It is out in Mexico. Um I'm not sure how many of you are going but I hope to see some of you out there. It's nice that this year they're doing something a little bit different. Uh it's not just the uh meeting and the dinner but there are uh courses that you can sign up and pop into and see what our students are doing around the county um out at BOCES tomorrow. So if you have

017the opportunity to get out for any of it uh please feel free to let Mrs. Churchill know. Uh April 16th is our first community budget forum. You can come here to the uh education center or you can access this online. Is the link on our website? >> It is. Um in fact Alex moved all of the budget information so there's it's right on the first uh part of our website. >> Okay, so if anyone is interested in joining us virtually tomorrow or Thursday evening you can go right to the front of our website and you will find the link to that forum. Uh the 17th and 18th we have all county course. On the 20th of those of you who are running as candidates for the Board of Elections, you have to make sure that

018your um financial expenditure statements are turned in to the district clerk by 5:00. Uh there is a health and safety wellness meeting on the 21st. It is virtual. Uh [snorts] also just wanted to touch base. We still have that we have a tentative meeting on the 21st. Is that something that we are definitely doing or will we be taking that off the list after this evening? >> Well, it depends on if your action later tonight. [clears throat] So, if we're moving forward with approving our budget figure, then we wouldn't need to have that meeting. >> All right. So, at the end of the evening, folks, I will let you know if we have a meeting next Tuesday or not. All right. Uh 22nd we have a policy committee meeting. That is virtual. Uh and then

019our second community budget forum is on April 23rd. Again, it is here at 6:00 at the Education Center or you can also um come or join in on that link to uh do it virtual as well. Uh regular board meeting on the 28th for sure. On the 29th, if there are people out in the community who are interested in running for the Board of Education, uh if you have already picked up your packets or if you have not picked up your packets yet uh to collect your signatures, they do need to be in to Mrs. True by 5:00 on the 29th. Uh she will be pulling for Board of Education names for the ballot order the following morning. Uh May 4th through the 8th is Teacher Appreciation Week. May 4th is also our Title 1

020engagement. Um we have two meetings. There's one at 9:00 and one at 6:30 p.m. You can come and join our folks at here at the Education Center or you can join virtually. There's an option for that as well. Uh public registration to vote from 11:00 to 3:00 is at the Fulton Education Center, room 110. Is that the last day that they're allowed to? >> Um it's just giving them the option. It's not the last day. >> Okay. Okay. May 6th, the cybersecurity presentation. May 7th, we have a community budget hearing. Mother's Day is coming up on the 10th. Uh regular board meeting on the 12th and really important for our community members on May 19th to get out to vote for our annual budget board election. Uh if you live on the west side, you'll

021be over at the war memorial. If you live on the east side, you'll be at the community center. Any questions that you have that goes along with the board of education and where you vote, if you have any questions, please feel free to call our district clerk, Mrs. Shroden, and she will make sure you get the correct answers that you need for that. And anything with that, we're going to turn it over to you, Mr. Lawrence. >> One quick question, Mr. Lawrence, before we start. >> Yes. >> I was just wondering, when it comes to policy discussions, just for us as a reminder in the community, do we discuss anything in the policy committee itself and then bring it back to the board if there's ever questions or anything, or do we discuss it in

022the board and send it to the committee? >> So I guess you can do a little bit of both. So um yes, if if there are items that you would like to to bring forward to the committee itself, absolutely, we we would hear those, but then also we would be reporting back here um as to any policy updates, changes, etc. >> And what would the best way if someone wanted to reach out in the community cuz they had a question about it? Would that be still emailing our clerk? >> address? >> Yes, that would be the perfect way to get the information to us. The clerk does join all of our meetings as well. So >> Thank you. >> Yeah. >> Thank you. >> Good question. >> Yeah. All right. So um we do have

023four items on for the superintendent's report this evening. So first we're going to kick things off with I'll I'll start with Mrs. Hendrickson, but I know she's going to introduce someone as well and uh with a a program that we'd like to get up and and started here in the district to make some more connections with some of our community members. So, Senator >> I'd like to introduce our freshman, our public information assistant, who's going to present a proposal for our district and community ambassador. This was developed through our title one and the advisory committee. We've been discussing how to strengthen our relationships with and engagement with schools, families, and community. So, Eric shared Alex shared a model inspired by a similar program, but has adapted it for us and we're looking forward to presenting

024it. >> Okay. Hey, uh good evening, everybody. Again, I'm Alex Richmond, uh and I'm here to talk about what hopefully is going to be a pretty exciting new program for for the community. Um at this point, we're calling it Fulton City School District's community ambassadors or the community ambassador program. Um I have the clicker. I forgot about that. Where is it? >> [laughter] >> Maybe I don't. >> This should work. All right. >> All right, you want to be my clicker now? >> I would love to do that. >> So, just speaking generally here, what is this this program? So, this community ambassador program, if it's something that we move forward with, it's going to end up being an immersive year-long hands-on educational experience specifically for members of the Fulton community. So, this is not

025for staff, it's not for students. This is for everyone outside of of the walls of the school. And it's meant to really educate the community about the district and how the district is is functioning. Um the goal here We have a lot of sub goals, but the overarching goal is to really develop informed, engaged community participants. Um and at the same time, community advocates, people who can speak on the district's behalf. Um We're also really trying to to build up that sense of trust between the community and the district. Um and this is a pretty exciting way to do it. So, again, at at the top level, this is taking place over a 9-month period. If all goes well, it would start in September, continue all the way on through June. And essentially we'd ask

026the individuals who are part of this program to join us for full-day sessions each month. So, one day a month they would come to the district. We'd probably start even in this room, who knows. And then potentially go out into other locations and other experiences. So, this program really I will not take credit for it. It's something that actually was first uh kind of developed at the Franklin Howell School District. And they're out in Missouri, they're just outside of St. Louis. They're actually one of the top-ranked districts in that state. But they're really not too much bigger than we are. So, it's something that we can actually pretty easily bring here with similar results. So, they started this about 4 years ago. They've kept this going ever since. It's becoming incredibly successful. I believe their

027first cohort, actually I think all of their cohorts have been around 20 to 25 community members that they bring in again for the entire year. They start them off in September. They keep them going until summer. And they they just saturate them in the district and what the district is and how it actually functions. What's cool about the Franklin Howell District is their program has become so successful that former cohort members, former participants are now actually using their experience within their Citizens in Our Schools program as kind of a credential when they're applying for things like Board of Ed candidacy, substitute teaching, things like that. Like they wear it as a badge of pride cuz hey, I I really know what's going on cuz I went through this educational program. So, they they put together

028a quick little promotional video that I think is is worth a watch just to show the the kind of unity and happiness that it kind of generates. [music] >> [music] [music] >> I'm so disappointed. >> I know. >> Um but here's the tricky part. Uh this entire program really hinges on the idea of transparency. So, an absolutely essential component of the the community ambassadors program um would be that it needs to examine the district, its leadership, and its programs in a very authentic and honest way. So, the way that Franklin Howell often describes it is that you're examining these systems warts and all. Uh because it's meant to open that dialogue and encourage that sense of growth, but also community understanding and and trust. So, this is not something that's supposed to be 100% scripted.

029There are going to be those moments where, you know, you might have the the cohort in a classroom and all hell breaks loose. That's okay, cuz that's real. That's really what happens in a classroom and they need to be able to see not only that that happens, but also how we as the district respond to that. So, just as a sample curriculum, this is again all outlined month by month. Um this is in no way set in stone. This is just a hypothetical. This would depend on how it is that we as a district district want to organize this. Um but for example, September might be a a general introduction where we're looking at overall demographics of the district. We're looking at district leadership. We're talking about district communications and and how we we communicate

030with people. Um October might be more administrative uh and and transportation. Um one of the cool things about this program, if it's done properly, is it's meant to be very hands-on. So, it wouldn't just be you're sitting in a classroom and you've got somebody telling you about all the bus routes. You'd actually get onto a bus and you'd actually go out there and see the different communities uh subcommunities and different neighborhoods and things like that that our our district has within it. Um Franklin Howell even goes so far as to spend a few hours uh cleaning the the parts of a bus and opening up the the hood and seeing what's in there. And I don't know if we want to get that crazy, but again, it's all supposed to be very hands-on and very

031meaningful. Um for November, we've got elementary schools. So, this might mean some classroom visits, some communications with elementary leadership. Um and then just because it didn't really fit anyplace else, I also talked about the idea of well, what about library content and how how that kind of stuff comes into play. Um for December, I've got secondary schools up there. So again, classroom visits, some communication with secondary leadership, and then you guys doesn't really fit too many other places. The idea of discipline. For January, people and curriculum. So we can talk staffing. How is it that the district would actually go about the hiring process? Maybe we can steal Mr. Copani and do some mock interviews. So again, hands-on. Curriculum building, attendance issues, all that kind of stuff. Marcus is looking at that on the website.

032>> [laughter] >> For February, nutrition, school emergencies, and technology. It's a little bit of a catch-all day, but so is March. We can talk about cafeterias. We can actually get that cohort in there helping to prepare lunches and seeing what really goes into that kind of thing. We can talk school emergencies and how those kinds of things play out and are communicated. And then overall tech. For March, we've got finances, facilities, and athletics. We can talk budget and finance sources. Kate, we can have them make their own budget. >> going to say, how do we make that hands-on? >> [laughter] >> Oh, I have ideas. We can talk facilities. We can talk overall athletics and sports. For April, we've got special education and all the post-secondary stuff. So all that college and career readiness. There's

033a lot of cool opportunities and things that we can show people. We can very easily plug into early college programs for that [clears throat] particular day. And then finally for May, to really wrap this all up, kind of looking at our community partners as a district and also to do a little bit of a give back day. And I did have a chat with the ladies who run Synergy, and they would absolutely love it if we were to bring some members of the cohort to plug into one of their park cleanup days. So again, this is this is not set in stone. This is in in no way, you know, what has to be, but just sort of a layout of what could be. And then what that would look like on an even more

034micro scale, something like September, which again is supposed to be that introduction to FCSD, we might start with a general introductory activity. We could do some introductions, some icebreakers, kind of establishing group norms and procedures. Um, and then go on a tour. So, we'll hop on a bus, take people to all six schools, see the different uh buildings as they are, as well as the education center, who's there, what's going on in those places, stop for lunch, um and then again probably come back to a place like this where we can have a discussion with district leadership, what goes into leading a school district, how are decisions made. Um, I'd love it if, you know, we had some Board of Ed members there as well. I think that would be valuable. Um, you know, >>

035Yeah, absolutely. Lunch provided by the school district. >> Um, or we're on our own? >> Well, in theory that would that would be ideal. And again, this is all going to depend on on funding and whatnot, but that would be a that'd be a nice thing to [laughter] do to give to some of these people who are giving so much of their time. >> Okay. >> Um, then we can do a little bit of a a classroom activity where we're just looking at the overall demographics and the geography of the district. Um, have a little discussion about communications. I'm happy to to participate in that as well as some of our executive directors. Uh, and then kind of wrap it up with a closure activity. And with all of these closure activities for for every

036one of these months, um we really want to be taking as much data from these folks as we can. Like, what did you know beforehand? What do you know now? What do you still wish that you you could figure out? Because that helps us moving forward in terms of not only how we educate people within this program, but also how we educate people at large, whether it's on social media, through Parent Square, through press releases, or or what have you. So, that's again just a sample. Um, as far as how quickly we would need to move on this, we honestly need to get going. Uh, so if this is something that we all want to pursue, both admin and the board, um the idea is that we really begin to advertise it in May of

037this year. Um, we'd probably need to put some sort of team together that could help to begin planning for this with the idea that in June we could actually put out an online application where prospective ambassadors could sign up. Um, in a perfect world we end up getting more people than we need and then we'd have to do some sort of lottery kind of thing, but ideally by July we'd have 10 to 15 candidates selected. Um, there would be some things that we we'd need to get out of them. We'd probably want to do some fingerprinting, some security kind of thing just because they would be in the schools. Um, and we'd also send out some sort of pre-program survey of what do you what do you currently know or what you think you know

038um about the district and how it operates um because then that gives us some data of of what we can you know some data that we can compare to later on. >> You didn't offer up any cost so there's no study on cost and that concerns me greatly because we're living in difficult budget times. Quite honestly I'm concerned we had to cut board training um, in this budget and I'm all about training. It's very important. I have a lot under my belt. >> Sure. >> Um, so I really need to see cost before I could even begin to give my blessing. >> So, >> and and try to think about cost and value >> Sure. >> what that's going to give us in value. >> Yeah, so I I do address cost in the last

039slide. >> Well, it does but there's no numbers. >> Well, right. >> So, you I don't have anything. I I recognize I recognize you recognize there's money needed, but there's nothing here to tell me what that money is. >> Yeah, and that would that would certainly be >> And is it is this something that we do as a district or is this something that becomes a BOCES proposal? Uh, you know, what's the where we where we headed? I I like that you're energetic and you want to go for it, but I I do not like to rush into things until I get all all the answers. >> Sure. >> And so the nice thing to know too and I know that we're just hearing it right now at the board table, but this is something

040that um was brought to the Title 1 Committee back in September. And I think that you guys I'm going to I know that I was at that meeting, but future meetings that you've had that you've had since then, you continue to talk about this program. We brought it to the >> the admin team about a month ago and then we asked if we were comfortable with us doing the awards presentation to you as an idea. And we can certainly go back to the nuts and bolts of the program. >> Yeah, definitely. I mean I know I mean everybody knows it. I'm just >> Well, I have an interesting question from a different perspective. How many of the board members in the room right now saw value in some of the things that they might get

041to learn about certain topics that they might not have they want to understand more that would help them make decisions. >> I would have liked to know that before I ran. Yes. >> And so I was thinking, you know, I know we're trying to limit sometimes how many people are people not going 2 years in a row to the same thing. Could we team up with this as something make it a co-board and community thing because if it's if someone wants to say, "What was it like running for the board?" We have experience with that we can bring that, but I think also some of these daily things that people have it in their schedule to be able to do it would be enlightening for some of the subjects you mentioned. And I think I

042would like to build and see some of that like you had mentioned having some involvement from board members, but almost having board members, you know, becoming the especially new board members coming in because I know there's a lot of information that you learn over time just from being here examining things, but especially for those new board members coming in, I could see that being a benefit so they could be like, "Oh, you know, I never thought of it this way." And then they're bringing that to the meeting. They're bringing that to the decision-making to overall make it a full process. >> I I Yeah, I mean I I I think you're seeing the value in in a program like this and that's kind of the reason why the folks at Franklin Howell again they're way

043out in Missouri, but that's why now that this has been rolling for a few years, they've really come to to trust the program and what it shows people and why people are effectively putting on on their board of education resume because it is that valuable in terms of educating what goes on on this side. Um, but could could board members tag along with that cohort? Absolutely. >> Did you have a question there? >> Yeah, I at the the Sullivan County board meeting, they were talking about having a like a round table about new board members coming on cuz what to expect because I know personally when I got on I was like I didn't know that. I didn't know I had to do that. I I didn't know how you know, and um, so I

044I think that it's great like that, but I think they are don't isn't that what that Derek was talking about? So. >> Yes. >> So there will be opportunities for board members to to do those round table things, but it might be nice to incorporate them in maybe somehow. Alex, can you incorporate them in? >> The community knowing about our schools is a good thing. And in past years we did things not as shiny as this, but we had some of our frequent we used to believe it or not we had frequent visitors every meeting. That's gone by the wayside over the years. We don't >> be watching us on TV. >> We don't get the community participation at board meetings, but they those folks we literally found things and ways to get them in

045our buildings and let them spend a day, half a day, and they did it over time. And several of them were seniors and they were quite shocked to discover how different schools look. >> So that's exactly what this is. >> And that's what this is, but we did it it wasn't fancy. We didn't we didn't spend any money. >> Well, so now hit the money part in a second, but you know, really Alex came to us at the perfect time. We were actually engaged as an admin team too talking about what are some ways that we can build trust and transparency with the community. We we you know, continue to have different meetings and outreach and and surveys and so on to our community, to our parents and we struggle. We I think all school

046districts struggle right now with getting that engagement back. So when Alex brought this and he's bringing it from the school district where they've already tested it out for us a little bit here, it's something that we do think it's manageable we we could pull off here. And when we got to the cost piece, we talked about it a little bit, it's really as much or as little as you want to do with it. So things like Nick asked about lunch, is that something we could probably figure that out. Um but you'll see some of the items on here if we wanted to provide printed clothing, well, maybe we don't do that uh just because the other school district did that that was to make their participants stand out. We might be able to find out

047a different way to do it with a cheap lanyard or something along those lines. So I I think looking at the cost list, there's nothing on there that really stands out to me where I say >> somebody coordinator, so there's a >> Yeah, I'm I was wondering that part. Who's going to lead this initiative? Who's going to develop the curriculum? >> Right. >> I think you're probably looking at most of those people right here. >> So that's just another added thing on your plate. So it's going to be you guys leading it, developing the curriculum, choosing the ambassadors. And once we get the information and the data, we have a we have a difficult time I feel like uh disseminate disseminating that information out into the public. So what would make this different from what

048we already do? And then once we have the ambassadors, what do they do after they graduate? What do they come back? Are they a part of it? What happens next? >> We're hoping that they run for board members. We're hoping that they take the Especially at budget season that they're taking out information out in the community. We're hoping. >> So what I just I guess I just don't I don't understand how this would be different than what we offer already. And I'm not at this is this is great. >> Yeah. >> This is great. But it comes at such a crazy time when we're talking about budget and financial troubles. It's just sort of hard to grasp how something extra is going to be put on anybody's plate. You know, at this time. >> I

049think a time like now is exactly why it's important for us to do something like this. So, a cohort of people that would be >> cutting everything. Well, we're not adding anybody. No, you're just putting more. >> This this is adding people who would be a voice in our community to talk about, let's say, the budget >> I'm a volunteer like you. >> informed way than we currently have. Again, we're struggling to get outside voices added to our different meetings and and groups that we currently have. So, this would be a more intentional group. And and as Al said, we're showing off the warts. We're showing off everything. So, if if there are areas that we're still working on, I think we own those things. >> Oh, yeah. >> So, so folks understand that it's

050we're not just trying to show off the glossy stuff that looks great. It's you know, there there's a lot of hard work also happening behind the scenes. >> I'm concerned about the fact that it's one and it's one day a month, but not everybody has the luxury to give up one day a month. People that work, people that work nights are going to be sleeping. They they're they're odd man out. So, to me, I'm thinking, you know, this is this is a nice idea, but maybe we can refine it and make it work a little better and open it up to more people in the community cuz this is very limited. It's very limited. >> [laughter] >> I mean, I I when I when I want to do something, I make sure that I plan

051to do it. I mean, I >> Well, that's taking one day off of work per month. Some people don't have that luxury. >> Some people don't have that luxury. Right. I understand where you're coming from. >> I volunteered to do the finance one on a Saturday. >> So, so here's my question because this was this was a thought with the scheduling cuz Robin brings up a It's a point. There are those people who who might be interested and cannot take off time. Um we're we're clearly not doing a Saturday all the time because we want to be able to get them into the class. And so, are there opportunities where maybe this is when we're doing it during the day. Maybe we're going to do an evening. Maybe we're going to do a Saturday, but

052they're going to have that schedule in advance before they sign up for the application. So, they know I can make this. I can't make this. Or maybe I can make this work for the next time it comes around. >> Is the requirement to do all or none? Is it all or nothing? >> I think you can miss one. >> You can miss one. This is just a a possibility. This is just a suggestion. >> This is an outline. >> This is you know, a possible timeline. It doesn't have to be once a month. >> Or this one may be >> Um twice. It could be three times. We can start really small. >> Right. >> From the from the title one um committee that we have, we have they're all asking these questions. Like how

053do we bring awareness because not everyone's reading parent square messages. Not everyone has Facebook or going there. So, we're thinking about how can we build the the capacity of our community and what goes in and what goes into our district. >> And get our community more involved. >> Yeah, it's hoping that they go out and something in the air when something pops up, they can be the first responders to say no, that's not true. >> And maybe it starts with our class. I think it starts with our class. Yeah. >> I'm not picking on this. It's just a matter of this is an idea that we'd like to try. >> I don't disagree, but if we don't if I don't ask the questions now, if they don't get these points don't get addressed. >> They're

054just questions to develop something. I don't want to [snorts] come back and keep criticizing. >> I have a question. >> This isn't a done deal. This is just a proposal for the project. >> And and I've got ideas about things I'm concerned with. So, I just I know you can make it work, but you got to know what the concerns are before you can address it. >> So, Mr. Connors has a question. >> I'm not trying to shoot it down. I am trying to troubleshoot before we start. >> And we will make this work. >> Hold on, Mr. Connors. Okay. So, Mr. Connors has a question for Mr. Richmond. >> So, I think one of the tougher things right now is because the timeline and everything, is there a way to work this through? I

055know the goal was to get the 10 to 15. Is there a way to do a pilot program that maybe some of the issues that can someone do every month can that we could offer maybe you know, find you know, five people that are you know, really invest have the time are able to do it and then kind of use them as kind of the committee or group to basically here's you know, we're going to try this. How did this go? Take surveys from those people like was their day beneficial? Did they get use out of it and then take take that data and then if that's showing really invest for the following year and really put into place and say we found gold here. Let's you know, a few some of the things work

056really I just do worry like some of my colleagues are saying that you know, he's going I'm like the idea I think with other stuff going on going all in on this one. I don't know that I'm fully there on this timeline. >> So, I would I would counter with that by saying if you're going to put if you're going to have someone be putting all the work forward to actually develop the curriculum and develop the program, you're it you might as well have a full cohort as opposed to to minimizing the number of people that you're already having that expense of of resources and >> So, we are putting in that much work and that much time addition on to what everyone else is doing then? I guess that I I didn't see it

057that way based off of having the So, I I think that's just important for us to know too because I know like as some of the different things we're talking about, you know, that for accountability and some of the issues that we're kind of looking at now and different things and we see struggling. I think it'd be hard to take away and add more onto the plate as described just saying that it's going to be more of an intensive thing again with the timeline cuz I believe the timeline you said would be very accurate if we want to put this in place to go forward. I just don't know realistically if we can meet that to have the assurances on our end and the time to be able to put into focus on that while

058keeping everything else maintained at a level that we expect. >> All right. I agree. >> And give 100% into it when we have restructuring considerations maybe happening in the forefront that are I mean, we're going to have to deal with them this coming year. Like things are going to look a little bit different, right? I'm sure. And then how are we going to add that on to everything else, I guess? >> I guess let me ask this. >> start since everything is changing. Now getting the public informed as to why they're changing and how they're going to look in the future compared to what they have done. Because of the budget. So this might be the opportune time. >> And let me ask you how much have you guys put into this already cuz you

059said you brought we've been you guys have been talking about it since September. So it's not like you haven't done anything on it and you're just going to jump in in May and start with programs. >> We've just been discussing and been researching and been doing various ideas. Um we haven't put in a whole lot of time putting into this. >> No. Okay, not a whole lot. Okay. >> No, but we haven't a lot of >> Okay. >> So So again, consider >> Oh, sorry. >> So the feedback is important. Hearing everyone what the ideas are, what the thoughts are. And part of it is we need to repurpose. It's an ambassador program. We need to think about some of the old ways aren't working anymore. And we have Title 1 parent Renee and I

060done this for 2 years. We've worked our tails off to get three people there. You know, it was zero, then it was one, then it was two. Now we have three or four regulars who are coming to those meetings. If we can get 12, 15 people who are regulars and and involved in these kind of things and that takes the place of that or or is an addition to that, that's important for us to hear because those two or three voices speak up. They're now part of our district coherence council, they're part of our site-based meetings, they're they're they're making their voices heard because they feel that they have an understanding of what's going on. So, that's part of where this is coming from as well as we know that those are folks who are

061ambassadors. They've given us some feedback about timelines, when they can get there, when they can, how how that works as well. So, again, this isn't a done deal in any in any way at all. >> wouldn't think so. >> Yeah, it was just here's some ideas that we have, what are your thoughts, where where can we go with this, what can we do? And as far as the money, when I every time I see this, I'm like, how can we talk to our local businesses, how can we find ways where we can get resources and things that way? The the biggest expense is going to be the time resource, and I think that's where General's going with this is how do we get our our folks who are going to be involved the time to

062to make a quality program. >> And then we're in hopes that once they graduate from this program after a year, that they volunteer their time >> They continue to invest in us. >> to invest in us. So, that is what we're hoping to do. Yeah, >> Yeah, you got it. That's the goal with it. >> Yeah. >> Volunteer their time, I mean, when you say volunteer >> Maybe as a board member, maybe in some of our committee houses, and join a committee. >> Yeah, that's how I understood it. I want to make sure I'm I'm tracking. >> Can I talk two points out that I wanted to make for a while? So, one of the one of the really cool things about programs like this, not just at Franklin Hall, but but in other places

063around the country who have something similar, in in some of those communities, there is a concerted effort to work with local businesses and things like that, local employers, I should say, to really make sure that there is some availability for those people who, like you said, are, you know, I have a 9-5 job, and it's really hard for me to get away. Some of these programs have then reached out to those employers and said, "Hey, would you be willing to donate to the district these 9 days so that your employee can come here on behalf of the district and in return, you know, we we put your logo on the back of the t-shirt kind of thing. Um but >> You're back to a t-shirt. I'm not there yet. >> But I I if you

064if you look at like some of the stuff that Mark has been able to do with with Champions and some of the networking that we've made with some of those local businesses, it'd be something very similar where, you know, we could potentially reach out to some of these business owners on behalf of some of those people who really want to be a part of this program, but but they can't always. Um also in terms of numbers and impact, like yes, you are talking these 10 to 15 members of the cohort, but the entire time we're following these folks around with the camera. Uh and so we'd be putting out a lot of promotional materials on behalf of the district so that it's not just these people who are being educated. Them being educated most directly,

065um but then we would also feed out bits and pieces of, you know, this is what we learned today. This is what I'm really excited about. Hey, did you know that the district X, Y, and Z? Um and then that feeds out through Parent Square, through social media, and all those kinds of things. So it does have a a bigger reach than just that cohort >> So is it fair to ask for you guys to maybe bring back a little more information to us at the next meeting or meeting after that with just if you come up with some I don't know if it is going to cost us anything, if we do have sponsors in the community, if do you know who is exactly is going to run what part, just so that some

066of the questions here asked tonight >> And I also say for all the board members too send your questions to to Doug and and that way we can address them because you're going to think of more things after tonight too. This is just the pop in your head stuff and then there'll be some additional things that you think of uh as well. So send them our way and then definitely get them to >> agenda on the May 4th kind of one meeting. Okay. >> Are there any districts like that are closer to us that are doing this kind of a program? >> No, but I have brought it up with uh the PR team on behalf of all the the different Oswego County districts and everybody is very excited at the possibility of this potentially

067moving to places like >> I was [clears throat] just thinking if somebody could come in and >> Lori, I'm just going to say that when we started talking about the Fulton School Champions, we had a lot of questions from the board as well as everybody in the community about how this is going to be as far as morale goes or how it's going to work with the Fulton and and it turned out to be a great success. So >> Yeah. Yeah. >> I I really do trust Alex and >> Oh no, I I'm just saying that it's nothing personal with Alex. I trust Alex, too. >> [laughter] >> Alex had a similar idea. He brought it to us and we >> I'm just saying how is this I feel I understand that. I'm just seeing

068like a lot of coin- I like Robin said, I just have a lot of questions. >> My only point was it's time to ask these questions. We need to >> Well, that was my point. Like if somebody was close around, they could actually come and talk with direct knowledge. That that's that was my point. >> we we heard a lot of questions about what the Fulton School Champions were going to look like. Are your people going to be jealous? Are they going to be upset with people winning and they're not winning? I'm just saying that I'm sorry. Alex brought that to us and it's been nothing but a success. I I trust his opinion about >> at a minimal to no cost. >> Yeah. >> And no cost. Well, we we do have >> to

069no cost. >> Actually, that budget's almost donated. It's >> That's what I'm saying. >> Yeah. That's what he brought in our community members. That's why it's minimal to no cost. >> No, let's see that this week a local business donated $300 to our champions. >> That's great, but I said no cost. >> But this system isn't built up the same way as Champions. >> I'm saying that timing is everything. We're cutting the training budget for board members, which is me, the most important people that have to be trained first. Then we need to get community people familiar with our schools and our systems. And and I I do that whether I'm sitting at this table or not, all the time I'm educating people and telling them who to call or who to who to find

070out if they're really bothered by something. Or I alleviate their fears by saying, "You know what? I've been in the building. I'll tell you what's going on. Ask me anything you want to know." Or call and arrange a visit. Somebody will take you on a visit. >> do. I think we can do this at a very minimum if no cost to the district. >> Well, again, I don't think you're hearing me and I'm getting frustrated. Uh uh we're cutting the budget for the board. I don't think >> I think we've never said that we're cutting the board of >> Uh well, it looks like it when I look at the numbers. It looked it looked like it was last >> So, I don't know where We can talk about budget later. >> all right. Okay.

071But then I I misunderstood that when I read and I would be happy to talk about it and talk about this after. I want The finance part is what I'm interested in. And so, to give I won't give my blessing to something until I know what what I'm in for. >> That's fair. >> And that's why I am and these folks know it. It's not personal. It's a good idea. There's good stuff here. I'm not opposed to the idea. I have just concerns of what our priorities are and where the resources are going to come from. Um as well as the human resource that's going to be required of folks because the other concern I've had for decades is how much we dump on people's shoulders because you folks are great about taking it and

072you never say no. And there is an unfairness to that. Um and I recognize it and so sometimes I know that I have to sit pull back and say, "You know that's probably too much for this district right now." So, I again, um no offense intended. We've never met. Good job. And [clears throat] guys, it's just me being me. I got I got to have these answers before I give my blessing. I >> That's that's fair, Robin. That's fair. [clears throat] >> Thank you. >> full engagement. Can I ask one question? You said that the school district that as you say is in Minnesota? >> Yeah, Franklin Howell Missouri. >> Missouri, sorry. Um, that they are about the same, maybe a few more students than are they the same like >> They're No, they're they're

073they're bigger than we are. Um, I I don't know their >> Okay. I I was just curious like you know, how close are they to us? Yeah. Just just was curious for my own >> Sure. >> thought process. >> But it's it's one of those things too that, you know, >> [clears throat] >> somebody said earlier, we can we can match we can match the numbers to to the reality. And that's also something that we did with with Champions because the the inspiration of the Champions program is one of the the focal points of Amazon. So Amazon was giving them tens of thousands of dollars to do this thing. And >> We need that. >> [laughter] >> Okay, show me. >> Mike, we had the money up front. We need money. >> [laughter] >> For

074our programs. Well, thank you so much, Alex. >> I'm starting to work on the last slide. >> Does anybody have any other questions on before Alex? Well, he already sat down, so too late. >> We're just going to We're just going to >> [laughter] >> We're going to hear more in the future. >> I was just kidding. We're going to Yeah, they're going to come back to us and bring us our questions. And yeah, all of that. >> share that you know, relating it to all the all the work we're putting into meetings >> that people aren't showing up to. So, >> Right. >> that is a huge lift for us and it's not without any you know, if you're getting us >> Right, here's the example I can agree with you. Nobody comes. >>

075was a way for us to be putting our energy into something that could be profitable to have yeah, people showing up. So, I think we'll run some numbers that way, you know, I've written down some you know, And I think you know, get some data from the other school district. And also we can mirror how much time I know all the building principals are running parent meetings, town meetings, and there's no one coming as well. >> Right. >> So, that's part of it, that we are spending a lot of time and people aren't coming. >> I I I heard I heard Alice say, and this is like one of the things that I guess I'm not clear about, but we can talk about it um later. Um it sounds a lot like our Fulton um

076flybys, which is great, right? And um we can send out the information that we gain from this CAP um program. I heard I heard I think I heard you say like your parents square and things like that, but we just got done saying I feel like maybe I misheard that parents square is not working. So, what would make it different? >> Well, so like that's sort of those questions that I'm having. It's >> What makes it different? >> Regardless of the venue that we're sending information out by, whether it's parents square, social media, whatever, it's still one voice, right? It's still us. It's still the district. Whereas, if we have now had 12 people sit down with us for the entire year and are now out there informed advocating on on our behalf, now we

077have you know, the we have that many more voices that are are amplifying the same kind of thing. So, it's Yes, we we we will do our due diligence and put those things out there from the means that we have, but at the same time we're also creating new opportunities for other people to speak out on behalf of the district. >> Yes, the local sheriff's department has done something similar too, with like right off the lawn with an officer, and I think that it's a great way to to know what's available and for people to ask questions, to be able to be able to share with the community. >> Quick question, Renee. >> Yes. >> Um are the meetings you mentioned, are those required no matter what? I know we we started doing the two

078different times, but is one of those required? >> Yes. >> Yeah, that's what I thought it was required. So, we'd still be doing those on top of this. >> All of All meetings for one. And the graduation is not one. in the meeting. >> You saying Jeff? >> Yeah. >> We We could I mean those are the kind of things we'd like to brainstorm and figure out like that. Could we have this be part of that? Like could we merge the two together to have more voices? >> That's what I just wanted to make sure cuz I know we talked about this as addition. I just wanted to make sure. >> Some days with the super they give me you know >> So one of the thing Jen to go back to what you said

079about Parent Square. One of the things that we're doing is uh when we think about communication we know some people read email some of the time, some people read Parent Square some of the time, some people watch Fly By some of the time. So one of the things with communication is the more that we have in different avenues that people are going to take in we're going to be a little more effective. So >> was my understanding that >> [clears throat] >> um our Parent Square was working really well. >> It is. >> Like it's really getting the word out and people our parents are opening it up and they're responding. I feel like that was the um report that we got back the last time. >> It is. It is. Yeah. And but they're

080still we're still some people not all people. >> Well you're not getting the message. >> Some days with the super they give me you know we don't get it. Um I mean we're I feel like I'm no longer relevant unless I attend and participate as a volunteer. >> Right. So this is an opportunity >> And we have we have opportunities too. You know they ask me. They'll say what's going on because there's no we're not getting I'm not on a Facebook. I'm not going on Facebook. >> we you know that there's board meetings here. You know that you can go and watch >> Right. So there What I'm saying is that's board meetings. It doesn't tell me what's going on in the school. I used to see more in the newspaper. We used to do

081more in the even the online newspaper. You know this this class did this, this activity happened at this school. When the kids did these the fifth graders did their um >> Yeah. >> building their >> Our school newspaper that goes out, isn't that online? >> We don't have a school newspaper anymore. >> Like the building like the building >> So I mean we used to see information about activities within at the the school itself, not just the board business. Board business we have access to. We don't have a lot of access to what's going on in the schools other than if you can catch a grandkid or a neighbor kid that's in a good enough mood that cuz you say, "Hey, how's things going? What are you doing lately?" "Ah, we don't do nothing and

082everything's fine." >> So you can't rely on the kids to share the information. [laughter] And that hasn't changed by the way. That's not a criticism. It's always been that way. My kids were no different. So it but it is a struggle. We used to there used to be things like school calendars where grandparent everybody in the community would get one so you knew what was going on if you wanted to go do something in all the buildings. And you here you would look for your where the your kids are or your grandkids and you'd say, "Well, yeah, I want to go to this art show or whatever's going on." >> You just sold the program for Alex, aren't you? >> Um but we have that on our website, right? Like it gives like if you

083go to each building it it says >> The website has not been working very well. I click on >> Well, it's not up to date. But on the weekend or on weekly like the principals do a pretty good job with >> If you get Robin any more wound up, she's going to push that button. >> Yeah, I'm going to push it. All right, well let's let's move on then. >> All right. She says she She says our website she says >> Every time I click on district on our website, I get F1. Every time for it's been over a month. >> It is A. >> I got to go to a search to get what I want. [laughter] I can't get it from >> I'm on the I'm on the website like every day. >>

084I can say but I hate to give chance to complain or what that's for. >> I think it's user error. Well, Alex, if you have time we have more to go with it with us. Add another day. Add another day. >> [laughter] >> But I'll be gone I'll be gone next month so relax. >> Change the value of what you're saying about. >> I think so because these are the the traditionally in this district the people who vote on our budget, the biggest block has been our retirees. They are our strongest block. Those are the people that I am constantly talking to whether they want to hear me or not advocating for the district because I know those are going to be the yes or no votes. >> And that's who we need to support.

085So >> And I and I really believe and it's been this way for decades. This is not a new thing. It's been decades. I've been around for 30 years. I'm telling you those are the people you want to get some information to. >> Well, there's our first cohort. Huh? That's our first cohort coming in for Alexander Graham >> did that and I'm saying we used we did that and it did turn out good for us. They were they came to every board meeting and they used to blast us. I mean, we got blasted every meeting. >> But you get blasted now because there's no no um microphones because older people have a hard time hearing. So if they come in, this room is not good. You sit to the back and if you're older, you

086can't hear. >> Calendar. >> Okay. Next item. >> [laughter] >> Hopefully a little less controversial here. 2025-2026 instructional calendar update. So despite our long and cold and snowy winter, we do have some snow days left over, emergency days left over. So per several of our contracts, we are looking to add those days back to our calendar on either side of Memorial Day. So Friday, May 22nd would become a non-school day and Tuesday, May 26th would become the other. Um we're also just as we look at the end of the school year looking at that final week of June, the 22nd, 23rd, 24th, and 25th, making those half days for our pre-K through eighth grade students. We would still have Regents exams, following that normal schedule as as we typically would. Um, but giving our our

087elementary, middle, uh, level folks, uh, junior high folks a little bit of relief that week. Um, and then the 26th of June would be a staff only day. >> Um, quick question, because normally we, um, do not have meetings on days that we don't have school. Is that That is a board meeting day, the 26th. >> talk through it. >> So, we either need to decide if we're switching that day or if you all are coming in that day. >> Would it be Is it a Is it a board >> Yes. And normally that doesn't affect us, except for when we have that extra snow day to throw out there, cuz So, that is something that, you know, we can talk about at the >> Yeah. >> next meeting or so, and figure out what

088you guys want to do. >> Which these days do become days that all district buildings are closed. >> So, we would have to. >> We should be moving the the meeting to a different day. Yeah. >> Yeah. So, I just wanted >> want to not take care of that now? >> We could definitely do that. So, we could push it. >> the Wednesday work then? >> We >> I mean >> Um, no no. I have ba- I have babies on Wednesday. >> [laughter] >> Unless you want two assistants coming to the board meeting. >> It's okay. They always add to your Thursday count. >> I'm looking for Colbert. Unless Unless, Mr. Connors, you would like to run the meeting on that day. You're more than welcome to. >> [laughter] >> Um, you could We could

089either, um, push it out to that first, uh, Tuesday in June, or we could do the 19th. It's more back-to-back meetings, though. So, that's That's the only >> Do we have to have two necessarily or no? Yeah, so maybe that's something we'll have to take a look at our district calendar. >> Okay. >> Just to make sure as as Desiree mentioned uh, uh district concert on one of the dates. Why don't we take a look and then we'll have a a Just kind of more information at the next meeting. >> Yeah, or throw it out to us in the Are you talking about June? Uh >> May 26th. Okay, cuz I'm looking and I'm like, I don't see Yeah, May 26th, so they have the we're no school, so the buildings will be closed. We're

090going to have to move our meeting. We won't be able to do the meeting cuz the district buildings will be closed. So >> And we just want to make sure we don't put it on a night where there's something else. >> Right. So if >> so many events at the end of the year that >> Can even let us know in the back up Friday or if you have an opportunity, if not, then next week sometime and we got we got time to play around with that date, so. I just didn't want it to get too far ahead of us before any of us start thinking about it, so. Thank you. >> Any other questions with the calendar? >> The 12th and the 20th? 20th is we have to ratify the budget. >> Okay. So

091uh next up, speaking of communication and how we're interacting with uh our uh families and our our students and staff. >> Yeah. So I apologize this isn't a presentation. We had responses coming in from the surveys even on Friday night, so I'll give you a a rundown of our updates. So as part of the uh regards to the retirement process for the the district assembly administered four surveys that are replacing our certificate of parent surveys that really assess the consistency and effectiveness of the key systems across the four areas. So in the packets that I've provided you, you'll see that there are four different surveys that were administered to school-based leaders, staff survey, family, and students. So what's different is with the school based one where previously we had three with staff, students, and and

092families. The questions are focused on teacher learning, rigorous instruction, every child thrives, and attendance, which are were all in our previous one. These are more targeted, and we were not allowed to alter any of the questions, so we had to give that same consistency question formatting. So, as we were looking through the participant at first we were thinking it was much lower, but then going through it a little more in depth we realized that adding the school based leaders survey included our principals, assistant principals, department chairs, facilitators, content specialists, interventionists, and our student support team. We really wanted to make sure people's responses were anonymous, so there were 32 responses in that survey. Typically all of those responses would have been in our teacher survey. Um the teacher survey was limited to just FTA representatives,

093so just professionals surveyed five people. Um so, our results in the fall we had about 300 people participate in the survey. Um this spring we had about 204, which actually is a pretty good number considering we didn't survey all of the clerical staff and managers, so actually that was pretty good. Our students um shifted from the fall being in the survey 3 through 12 to 4 through 12. Um in the fall we had about 1,217 people respond, um and this time we had 1,150, so again our numbers are pretty stable size as that goes. So, last night we had our district coherence um meeting, so part of that process was sharing this information. So, the first packet that you have uh the first page is the overview of who was surveyed and how many responses,

094and then the next several pages are a general overview of how each of the different participants responded and takeaways. So, last night we had the members of ECC analyze this data and provide us feedback. They had targeted questions to analyze. We also gave them the specific questions that were asked at each of the targeted groups. Um key, I guess, big findings were that in our district relationship and belonging is strong. Um that's pretty consistent. But some of the challenges that we see that we have in place, but they're not consistent um from classrooms or even from buildings, so that's an area that we need to focus in on. Um our instruction, our vision for instruction is strong, but again, uh that's not consistent among classrooms, buildings, and the students um also responded that they confirmed

095that rigor is present, but it's not consistent everywhere. So, our next step is really to dig into those areas that we had questions and subnotes um as far as where we want more information, and that's when we'll conduct our student interviews and our family focus groups. So, those areas where we had responses where there was either no response or negative one, we're going to tailor those questions, really dig in and find out why. Um so, our next step will be to conduct the family focus groups, student interviews, and um identify some key instructional strategies that will be implemented across all six buildings. Um it won't matter if you're in a classroom, content, so it'll be shared throughout. Want to add anything? >> One thing that you will notice uh it's it's a new survey, so

096responses this time didn't include just the strongly agree or disagree. Um strongly agree or agree, strongly disagree or strongly you know. It also has neutral or uh this doesn't affect me or I don't know about this. So, what you'll see is where we were seeing higher percentages of of responses, a lot more of those responses fell into the neutral or I don't know about this. So, you see a little bit of a drop. When we give this survey again in the fall, it'll be apples to apples. So, like if you compare this to the old survey, it's not quite as as much because the format changed a little bit. They were not open-ended. Um but and we gave this 4 through 12, but previously we were doing 3 through 12 for our students. So, um

097just a few a few differences, but we were able to get in and analyze and take a look and um get some pretty good feedback on our own. So, we're going to keep keep digging. >> I appreciate it cuz it I think it looks This survey feels, after reading it, it felt like really good valid what you got back was good valid information. And it's good to know that some people do not have strong opinions. And also, that some people just can't answer because they don't know about it. So, I I thought those were nice additions and that I thought you did a nice job of this. >> Okay. >> All right. Okay. Thank you. >> Um last but not least, we'll turn things over to Ms. Cooper to uh talk through our budget. >>

098So, tonight we have the tentative balanced budget to review. Um a lot of the information we've been discussing right along, but um we'll go over the revenue side and the expenditure side and um present to you our proposed 2026-2027 budget. >> [laughter] >> Yep. So, um I'm actually going to go on to the next slide and more verbalize these bullets about [clears throat] the revenue overview. Um I didn't quite like the the flow of it. So, this slide shows our projected revenue as well as breaking it down into the main categories and showing how much we rely on each category. So, to the right in the table, um you'll see this is depicting a 2.85% increase in the tax levy, which is the first number, um 23,796,426 would be the overall tax levy with that

099amount increase. Um this also includes our state aid line, a few lines down in red. Um that is looking to be 67.5 million, a little bit more. And then our federal aid, which typically involves uh reimbursements for Medicaid, we're anticipating that's going to increase a bit in the upcoming year just due to the way we're going to be uh putting in our reimbursements. Then we are planning to use a small amount of fund balance and a small amount from our reserves at this point. On the left-hand side, the pie chart just depicts really how much we do rely on state aid. It's over 70% of our budget, 71.5%. The next largest part is much less at their tax levy at just over 25%. And then the slice that's other, 3.3%, that's referring to the use

100of fund balance and reserves as well as that line that says miscellaneous other revenue, which includes things like uh the refund we receive from BOCES each year, any rent that we collect for use of our our classrooms, again mainly from BOCES, um interest earned on investments. So, that's sort of a catch-all for some of the miscellaneous revenue we expect, but we can come to a pretty good estimate looking at this year what we uh brought in in the miscellaneous category. So, overall, that brings us to 94.5 million on the nose for our revenue side of the budget. Some of the bullet points that were on the previous slide and we have we had discussed this in the last meeting. We are hearing that we can expect a 2% increase in foundation aid, which is reflected

101in the state aid line of our revenue. And that is hopeful that 2% will be up from 1% um that we were initially expecting given the the initial runs. The tax levy represents a 2.85% to the overall levy, which I'll spend a little bit of time talking about the tax levy in the next few slides just to further explain that 2.85% to the overall levy. We are relying less on reserves than we are in the 25-26 budget. It simply isn't an option to continue to use reserves at the same level as we are in the current year, but we are still using some reserves um mainly from our retirement reserves and our ab law reserve, that's the 550,000, and a little bit of appropriated fund balance that I expect we'll have left over from reserves

102we don't need to use in 25-26. And that 532,491 brought us to the total of 94.5 million. The big story this year really is uh the revenue. We did face a significant gap requiring us to you know close that gap by reducing expenditures, but the reason behind that is the story, which is lower than expected revenue. A 1% or 2% increase on foundation aid, which foundation aid is the state aid that doesn't have as much restriction to it, so we can really spend that on what we need to within the budget. 1 to 2% isn't keeping up with the rising costs of just simply operating. Um you know, I I I don't I can't say enough how how much that impacted this budget. Um and really influenced where we landed with our our total revenue

103number and expenditure number in order to balance. >> Well, on our federal revenue didn't help us either. That was pretty flat. And the Kennedy event, so we're going to have to make up the difference because of energy. They made no allowance for the increase in energy costs, let alone whether or not, you know, the number of students involved. I mean Right. And that's They don't look at >> That's an important point. Even if enrollment were to decrease, those fixed costs don't. >> That's right. >> have to run the facility and >> So, just to be fair, it we we took hits even and we don't rely [clears throat] on a lot from the federal government, but every dollar is important to a district like ours. So, I think it's important to just There's been a

104lot of hits at our on our revenue side that I don't believe most people understand um all of the pieces. And and there's a lot of pieces to get to this, but you're right, we rely heavily on foundation aid. >> Mhm. >> Uh >> [clears throat] >> and yet we have requirements to meet from the federal government and they don't They do not keep pace either with >> No, the cost of educating students and the >> Right. >> different needs and things that we have to provide. Um That doesn't really >> They've never paid their full freight. >> decrease at the same rate that enrollment may decrease. Just because enrollment went down by a few students, uh the cost of educating students didn't change to at that same rate. >> Well, they've never They've never

105paid their full freight on the on the requirements that they tell school districts to. And we we got it increased, but I believe we've we lost the gains we made 10 15 years ago. We've lost those gains and we're back to a much smaller percentage and yet it's their mandate that we are under their specific requirements which do not come cheap because they they give us some pretty heavy duty requirements. >> Yeah, and as I said while revenue is the story, you know, we did try to do as much as we could on on the expense side. You know, there are always areas to improve. There are always places to look for where you could realize some cost savings. This year we took a little bit of a different approach. We had a team that

106met for several weeks involving you know, a few people from our admin team and then union leadership. And we sectioned off the budget into kind of digestible parts. You know, so it's a large document and really went line by line and people asked questions, brought up really good points. You know, what what does this line mean? What does that really what does that money really spent on? Does it need to be that much? Is is there a way we can find areas to to save some money just by going through the budget and talking through what some of these items really are. So that was I think very valuable and I think it also helped more people sort of understand the whole process and everything that goes into it and how much information there really

107is to go through when you're building a budget. So I think that that was a very good process and hopefully we'll continue to to use that in future years. A little bit more on the tax levy. I know this is everyone's favorite slide, but I'll just summarize. So this is a tax levy study dating back to 2015-16 and it's showing what we levied, the increase over the prior year, the percent increase, and then what we could have levied and the possible increase in dollars and percent. So, when you look at the percent increase and you compare it to the permissible percent increase, many years we did not go to the cap, but several years we did go to the cap. Um so I think looking down through the list, somewhere in the two to three

108range percent increase is is something that we've done fairly consistently. There are outlier years. Um those years that we went out at a zero, you know, in in in the big scheme of things that does leave money out there that we'll never recover, but um you know, those [clears throat] were difficult years. You can see the years coming right out of COVID is when or the year coming right out of COVID was one of the times that we did that. But >> Is it fair to um think that um between the years of 2020 and 2023-2024 was that percent increase so low because we had all that COVID money? >> That too. >> And then we we as a board I remember we're like, let's not let's that create any >> Let's be careful. >>

109that are not sustainable and we did. And that's where we saw the increase that next year. So, do you think that's a result of >> I do. I think there was extra funding available in that time frame due to the COVID relief funds. >> They threw money at us. >> Yes. >> Right, but we Right, we say threw money at us, but were we responsible in in using that and that we were told that it these are not going to be sustainable positions or programs and now a lot of them have we have sustained them. And now we're seeing >> So what do you think I think what I hear you saying is we probably should have started sooner with the reductions as we came out of COVID and we >> Or not have right

110used it in a different way. >> remember when we came out of COVID we needed it was hard to make reductions at that point because we our kids came >> I just wanted to throw that out there. >> Robin I don't even remember like I do we had to use that money. >> Yes we had to use it but we didn't have to use it on personnel or programs. Right. Right. Right. I mean >> Or the otherwise you would lose it. >> Right there's many many different I got a refund check. And we did not. >> The tax levy also I mean that is a main part of our [laughter] revenue and we have to assess each year what our tax cap is and how the tax levy is involved in getting us to a

111point where we feel like we can operate our programs. So um you know a question that we like to do our best to address is what does a increase of a tax levy mean for an individual or for a household and it's um a common question and the transparent honest answer is the best we can do is give an estimate uh based on the information that we have because we won't know the upcoming year's tax rates or equalization rates until later in the summer. And it's really not as simple as taking that 2.85% that you're increasing the overall levy and applying it to an individual's tax bill. So the 2.85% is the overall increase in the levy bringing us to the 23 almost 23.8 million dollar um mark. And that's applied to all of the

112property in the district. And an individual's tax bill though can depend on a lot of different things and it's all at outside of the district's control. Changes in assessment, um, changes in the value of neighboring property could influence an individual's tax bill, the equalization rates and tax rates. And that can vary depending on the city or the town in which the property exists. So, the town of Volney's taxes may go up a different amount than the city of Fulton's. Um, and those again are things that are outside of our control. Those items are provided to us by the city or the county later in the summer and that's when we're able to calculate the tax rates for the upcoming year, so for 2026-2027. So, again, the best we can do is give an estimate, um,

113so the next two slides show an estimate of what a household could potentially see for an increase based on the 2.85% increase to the tax levy and based on the assessment of the home. And the first slide shows a per year an annual increase. So, at the low end, uh, a house assessed for $100,000 could see $52.50 increase over the year. $200,000 assessed house could see $127.50 for an increase and a house assessed for $300,000 could see $202.50 as an increase. Again, these are estimates based on the information we have and it's it's an average because again, the tax rates differ depending on what town or city you live in. This is the city of Fulton. Then for people who like to look look things more on a monthly cost basis. The same breakdown except

114what people could see the increase looking like per month. So, for a $100,000 home, $4.38 per month, $200,000, $10.63 per month, and $300,000, $16.88 per month. Then, the other side of the budget, of course, is the expenditures, which we have to balance against that revenue number. And it again, the expenditure overview in the bullet points, kind of a similar story. As a result of lower than expected aid numbers, we did face a significant gap requiring us to reduce expenditures in the 26-27 budget. And throughout the process, again, the budget team meeting, um our administrative team meeting, we really looked at every section of the budget and talked about ways we could reduce expenses in any way we could think of before looking at the reduction of positions. >> So, so what you're saying is is

115you did zero-based budgeting. You started at zero. You looked at how many students, what their needs are, and you built the budget from the ground up. >> For the most part, uh some of it was incremental budgeting. So, in some cases, I would look at what did we spend last year? Or what did we allocate last year? Did we really spend that much? >> Right. >> Could we reduce based on, you know, the trends >> on enrollment, on all those factors. Just for the general public, they don't understand that every year you're looking at it's a new budget because you're looking at every detail of what stu- cuz student needs vary from year to year. So, that's going to impact the budget all by itself. I mean, you don't have to do anything until you

116you've got to know what those student needs that have to be met first. And so, I I like to share that when with my friends when they ask because it it's an important factor because every group of kids doesn't look alike from year to year. Things change. And you know, some years can be a little easier than others and and then you have an influx of kids that have greater need. >> Absolutely. Um and >> [clears throat] >> you know, through the process of looking at the budget with a really a magnifying glass along with some improvement to the revenue. I mean, we did go from 1 to 2% on foundation [laughter] aid. Uh the gap was reduced to just over $5 million that we had to close. I say just over not just $5

117million. That's a huge number and it was a lot of work to bring that into balance, but we have been able to do that. So, looking at the expenditure side of the budget, we're we're required to put out a three-part budget with the three components being program, capital, and administrative. Um again, the program component of the budget is everything that has to do with students, instruction, special education, any summer programming, any occupation education, um extracurricular activities. So, everything that touches students, transportation. The capital component is the cost of operating and maintaining our facilities as well as our debt service is part of that component. Again, debt sounds like a bad word, but in the world of school budget, it's not. Um our debt did increase this year um as did our building aid to help

118us uh uh sustain that. Yeah, so the capital component did increase most from last year to [clears throat] this year and that was due to our debt service. >> But that's a wash, right? Because we because we run it we run our capital program as we pay off debt then then we do more. We don't just do what we cuz there's a lot of things this district needs doing and Superintendent Warren has his work Uh I I took that tour and there there's a significant number of um um infrastructure projects. >> And the debt >> won't do them until we pay down >> Right. So usually one series of debt falls off and another one goes on. >> and you come and then so the new is coming on after we just lost some. >>

119No, let's keep it flat. >> And then again, that's just something it's just that little tidbit. It helps for people to understand that this district has always been conscious of that and it's and runs the debt service. >> Right. And we want to be able to continue to do capital improvement projects and you know, that debt cycle is sort of what allows that. >> that's why it's a good thing cuz that's how we fix our our major infrastructure problems in the district. >> And you know, we're in the kind of middle 2/3 of the way through maybe the 2023 projects. So we'll be starting to plan for our next project. We already are starting to plan for our next project. So that cycle never really stops. And then the third section of the budget is

120the administrative portion and you know, I think that [cough and clears throat] is a a section that's easily misunderstood. Administrative, you think administrators. It It does include our administrative team, but even more so than that um that's where our BOCES administrative costs are which are over $2 million this year. Um And >> So So with that our local portion is going to be less than 10% of administrative, the local portion. >> Yes. >> So it's less than 10% which I I'm glad you brought up the BOCES part because we often hear criticism about the administrative part because people misunderstand and think that's just our local that's just supporting local dollars. So it's $2 million that's >> That's the administrative costs this year. >> for our city. >> Yep. >> Um >> And then also within

121that are some of our programs that we purchased through the Rick. >> Okay. >> So, those are other BOCES costs. Um >> I I think that would in the future I would highlight that on a I I think that is a good piece of information to constantly remind people about that administrative is far more than the number of people located in a school district. And I hear that from family members who don't live in this district. It's just a constant criticism of school districts in general that I hear. >> And there are other factors within the administrative portion too that aren't salaries, you know, our insurance, our um our some of our insurance, our legal fees, our auditing fees. So, everything all these things that we're required to do >> Mhm. >> uh we pay

122for through the administration. >> I like that you have have laid that all out for people. I really think that's helpful to ease some uh concerns that uh we are top heavy because we are not and it does take a So, really the more you can break that out for people, I think that that um lends itself to that transparency that this is really what it's paying. It's paying far more than the people that come to work here um every day. >> And the budget newsletter will be coming out in early May and that does take the three parts of the budget and break it down into further detail, you know, what's contained in each of those parts. So, folks will get to see that. >> Is this part of what's on our website under

123the budget? Like can you break that down and put that on >> there yet, but it will be. >> Okay. >> Um this will be up on the budget website uh tomorrow. >> [laughter] >> Alex is really fast when I send him stuff. So, this presentation >> Probably not. >> [laughter] >> If I go to get it >> And then um looking at the pie chart as well >> I do have a pretty good sense of humor. >> [laughter] >> So, you want to see the program portion of the budget being the largest part, which it is, 73.9% of the budget, capital at 15.4, and administrative at 10.7. And those percentages are in line with what we saw in 25-26. So, they have not changed significantly. >> Can Can we say what percentage of the

124administrative is local? Is >> Of the Do you want of the administrative portion of the budget or of the budget as a whole? >> No, it's the portion of administrative that's 10.7% of our budget is administrative. People are thinking that that's going to that he's over paid. They think >> They think that you guys >> It's not. >> That's really It's 3.8% So, 3.8% >> Our salaries. >> Okay. So, that that's a nice tidbit to to share with our community. And I think then they understand and it supports what board members try to tell them that it's we're not top heavy. We I know we're not. >> It's 3.8% of the 94.5 million. So, I mean >> With the salaries, does that include I heard you say insurance. Does that include your insurance, too? >>

125Our benefits. >> Your >> Yeah, so there are benefits in each of the three sections. >> You know how it's sometimes you have to like categorize those and sometimes like if they say I make $100,000, it's because I make maybe 80,000 but 20 of that is >> They're separated. So, is it 3.8% salary? >> salaries. >> Just salary. >> No insurance. >> Right. >> Okay. >> Um as I said you in order to bring the budget into balance, we did have to reduce spending. And again, that's where the budget team really dug in and went line by line asking what things are, why do we spend what we [snorts] do, and what can we possibly reduce. And um these are just some of the areas that we were able to reduce before touching any positions.

126The positions are the last bullet. Um you know, we looked at part of supplies. Again, that's where it's nice to look at first enrollments, what student needs are, but also here's the supply line. We didn't really spend it the last 2 years, so is that an area that we can reduce? So, those were the type of conversations that we had. Um looking at contractual services, so any place where we we pay for a service from another entity. We did look at our BOCES services and we did make some reductions there. That's kind of a catch-22 only because you don't want to reduce too much in BOCES because BOCES services drive BOCES aid for the upcoming year, but but we did look at programs and BOCES services where we could cut back a bit and we

127we did make some reductions there. We looked at extracurricular budget lines. We looked at professional development. And we looked at efficiency with software subscriptions, printing and copying, and I do have to commend Mr. Sherman on our lease agreements, not so much subscriptions, but our we we lease Chromebooks and we lease copiers. And he was able to >> I see. >> Yeah, negotiate reductions in both of those and that was extremely helpful. And then finally, we did have to look at positions. We're looking at 54 FTEs being reduced. At this point we when we we look at what we can do through attrition, we're at 29. Attrition meaning retirement or resignation rather than an actual layoff of a person. And we think we'll see that number grow um a little bit as you know, perhaps a

128couple more people decide to retire and you know, it's it's fairly normal that people a certain number of people do resign. >> Was it last year, Mark, where that by the time we started the school year it had gone down to a very few? >> He stepped out, basically. Yeah. That is true. >> Yeah, that was last year. >> And we're looking same kind of trending the same way. >> Yeah. >> And even since we calculated that number, Mark emailed me about another retirement. So. >> Mr. Lawrence, would it be possible, and I don't need you don't have to answer me right now cuz I'm putting you on the spot, but I'm just wondering if before we get to the budget vote, if it would be possible to articulate what we might What would might

129look different next year? What I know that you've been working That's a whole different segment. You've got budget and then you've got the program. So, I'm just wondering if there's a way to articulate what's going to look different. >> Sure. >> Um so, people have an understanding going before they go to the budget vote um because again, we get rumors and and they're not accurate about what's going >> Yeah, absolutely. >> Thank you. Okay, what are um Could you give a It's okay. Um could you give an example of the professional development line and extracurricular budget lines? >> Yeah, so again, like the extracurricular budget lines, we looked at supplies and equipment, can we get away with spending a little bit less? >> For the extra pay? >> Mhm. >> Supplies. >> And, you know,

130Mark is in the process of looking at clubs and organizations, you know, making sure they're all actually happening. You know, we we don't want to con Yeah. continue something that isn't really functioning. Um >> That's normally charged to the responsibility. >> So, our auditors look at it just in terms of has there been any financial activity? >> Well, the auditors are supposed to get the audit committee they're supposed >> Yeah. >> supposed to get the um annual officer list and that the clubs >> Yeah, so that that occurs through the audit and then Mark has sort of taken the lead and just confirming that people are attending the meetings there really is membership. >> Okay. >> So he did that last year. >> But I mean prior that it used to be building principles. So

131I'm just curious >> Yeah, I that's I'm sure who he reaches out to as well. >> Okay. Okay. >> They do a lot of groundwork and they bring it back to him. >> Okay. >> I just like to keep it all straight in my head who's doing what. >> So those are being like looked at. >> Yes. >> Okay. >> Well that was like we had some that were seniors that were heavily involved and then when that cohort left there wasn't really a cohort to follow. There was kind of cuts. That he was looking at. >> And we want to look at it carefully because we certainly don't want to take away opportunities that students are taking advantage of. So you know, it's but it is good to look at every year just so something

132doesn't slip through. Um professional development we we are going to be really careful with how much we offer, how much we spend on it. If you know, we're not going to do a lot of any where you have to travel very far to do it. It's going to be located either through BOCES or district offerings. So um you know, we were able to look at that a little bit and just um tighten it up a bit. This slide shows the annual percentage in the budget increase over the last several years and we've been trending towards a fairly high increase each year. You know, over five, over six percent. This year it's less than one percent and that is atypical. Um and it's not necessarily due to a decrease in expenses. Expenses have continued to increase

133as you would expect and sometimes more than you would expect. However, again it's um and I know I've been really making this point a lot but it it's important. The revenue that we're expecting is not enough to keep up with the rising costs of operating. So, we had to limit the increase to our budget. In addition, we're not planning on using reserves to the same extent. We simply can't. Our reserves have diminished over the last 2 to 3 years when we've needed to use them. We will still use some as you could see in the revenue slides, but we have to have an equally important focus of rebuilding our reserves and our fund balance and just a quick brief um explanation of that. So, reserves and fund balance are the money that you set aside

134and you designate for reserves for certain purposes. So, reserves have rules. You know, if you if you decided to put this amount of money in your teachers retirement reserve, you can only use that then to fund that portion of your budget. >> We can't have a reserve unless it's designated for a particular purpose. >> Right. Fund balance is a little bit different. You're allowed to have 4% according to the state of unassigned fund balance. And that sort of, you know, your your money set aside to to help close a budget gap if you have one. And we're just not in a position to use a great deal of that because we have and now it's important to yes, use it a little bit, but also focus on rebuilding that sort of sinking because that will

135help our overall financial condition as we go forward. An overview of the propositions, these will be available in a much wordier form in the newspaper and in our newsletter when it comes out, but the first proposition obviously will be the budget. If we decide to go with this budget, it would be 94 million 500,000. And there are also three Board of Education vacancies that'll be part of the vote. There's a proposition for the purchase of student transportation vehicles and maintenance vehicles and this allows the district to borrow up to 380,000 for the purchase of one mini bus, one mini van and two dump trucks. And I think this is >> I was going to say very rough. It needs replacement. And the exhaust smells. I don't I I don't know [clears throat] I mean it's

136not good. >> And those dump trucks are used for the upkeep of our facilities. They're used for salting in the winter. So we don't want to be in a position >> is a salt truck which is important in the given the winters we're having. >> They're in disrepair and we don't want to be in a position where we lose one of them. >> I was surprised at the condition. I I thought I didn't think it was that old but you don't realize how many miles you put on them. So I did take the opportunity when I was offered to ride in it to take a ride and they made their point. And I would you know in the future maybe every board member should take a ride in some of these vehicles. >> I think

137they'd be happy to show those off. >> Yeah. I saw you take a ride in that truck so I did see it. >> And I got up in there. I was proud of myself. >> were a brave soul. >> I body up in there. >> [laughter] >> No it's it's important and I keep telling everybody >> You're envisioning >> You mean in the cab, right? >> Yes. Yeah [laughter] not not in the back of it. >> It probably would have been easier to climb up the van to tell you the truth though. >> Does our insurance cover that for you and me, Robin? >> I'm not sure. I think so. >> [laughter] >> The final proposition is the library tax proposition that authorizes the library to collect taxes separate from the annual school budget. >>

138And will they be coming in to talk with us at some meeting? Usually the somebody from the library comes in. >> I don't know if anybody's reached out. >> So they've had quite a bit of turnover and we've been waiting to hear from them. >> Okay. >> It's the it's an increase >> I'm supposed to get the final stuff by the end of the week. >> Okay. >> Yeah. >> $21,765 from last year. >> Okay. Thank you. >> Well I'm sorry, what was question? >> I was just wondering if that was an increase um from the previous year's budget. And yes, they usually do come and talk about their increase because again, we don't manage that and we don't get those dollars, we just collect them on the law. >> Yeah, absolutely. I asked that

139too and I think with the turnover and different people, I'm not sure if it's going to happen this time. [clears throat] We'll see though. >> Oh, they don't have uh usually a president. >> So, their their head librarian >> I know the librarians come, usually the president of the board come. >> It's a new director as of now. >> Okay. >> They've had a lot of experience so they may not be able to this year. >> Okay. >> Yeah. >> Then finally, just some of the remaining budget timeline. So, we do have two community budget forums coming up, one this Thursday on the 16th and one a week from Thursday on the 23rd. And those are um hopefully kind of more discussion and conversational. We can answer questions, address concerns that uh community members may

140have. I'll I'll have to have this presentation available to reference if anybody has the particular questions on revenue or expenses. >> And you could put that just budget vote. May 19th, budget vote and Ravi's last day. >> [laughter] >> It should really say budget vote and election because that's an important part too. Before the 19th, we do have May 4th which is an opportunity for the public to register to vote in the district office and that's from 11:00 to 3:00. >> 11:00 to 3:00? >> Yep. And then May 7th which is a Thursday, I think, is our public hearing and it's at 6:00 here in the board room. It will also be streamed. And then, the very important date, May 19th, is the budget vote and board election. And that is 9:00 to 9:00 at

141our two locations that uh we highlighted earlier. And all of this information is available on the website on the front page so don't have to go to athletics. >> [laughter] >> Put a nice big um banner with some links that you can click to access the information. Any questions? Thank you. >> That's it? >> All right. Well, thank you very much for all the information. Uh we do not have students uh representative reports tonight. >> She said >> tennis. >> Uh no, it was a field trip. But overnight field trip. >> FBLA, all right. Well, hopefully we'll see Gwana at the next meeting. Um action 5.01, accept the financials. Will someone move it? >> Move it. >> Second it. All those in favor? I. Opposed? Abstaining? Passes 7-0-0. Action 5.5.02, since 25-26 end of tax

142co- end of tax collections warrant, sorry. >> Second it. >> All those in favor? I. Oh, got any Would you like to discuss it? >> to comment. I did make a call and ask a question and I was helped um very nicely by uh Paula in the business office and um things were a little bit better than last year as far as um money that came in. And uh I just want to thank these folks um for for keeping an eye on that and uh over 90% of taxes were paid, I believe. It was like Oh, I think she said 91% >> Yeah. >> So, I mean, 91% of the tax bills were paid. >> That's good. >> So, um and you don't see that in this warrant in this resolution necessarily, but that's a

143good number that that says something to me that, you know, people are still affording to get those bills paid. >> And we truly appreciate >> And we appreciate >> those payments because they are very helpful to to getting our kids what they need. >> So, heads up. >> Before I just want to ask you a question. Do you keep up this who is star and a basic star and an enhanced star exam? I've been trying to go through the New York State tax exam. >> I think that probably the owner portal >> And I can't get it. >> know that we have a list that would show on your tax bill. I believe. But I can ask I can ask Paula if she keeps it. >> It's going to show from last year, which I

144know I was on basic cuz I >> Oh, you mean moving forward? >> Moving forward. >> We would we don't have that information for 2016-2017. She doesn't do it anymore? >> No, the assessor isn't doing it anymore. She said the state does it and I haven't gotten any word from the state that I've been upgraded to enhanced star, so I just I just thought perhaps you guys >> You can give Paula a call, too. She's much more in tune to the the details of that. >> Yeah, just finding it this New York State tax website isn't that user-friendly. It's okay. Thank you. >> And there is information even that I need for 2016-2017 that isn't available from the state yet, so I I know that it's not out out there. >> Shocker. >> Why not?

145>> It's like we're back to the 99 budget. >> I'm eligible for 5 years. >> All right. So, um for action 5.02, all those in favor? >> I. >> Opposed? Abstaining? Passes 7-0-0. Action 5.03 to approve the disposal of surplus property. >> Second. >> All those in favor? >> I. Opposed? Abstaining? Passes 7-0-0. Action 6.01 to approve committee on special education. >> Second. >> All those in favor? >> I. Opposed? Abstaining? Passes 7-0-0. Action 6.02 to approve the Toshiba contract. >> Move it. Second. >> All those in favor? Opposed? Abstaining? Passes 7-0-0. Action 6.03 to approve the City BOCES installment purchase agreement. >> Move it. >> Second. >> All those in favor? Opposed? Abstaining? Passes 7-0-0. Action 6.04 is to approve the 2025-2026 instructional calendar adjustments. >> Move it. >> Second. >> All those in

146favor? Opposed? Abstaining? Passes 7-0-0. Action 6.05 to adopt the 2026-2027 property tax report card. >> Move it. >> Second. >> All those in favor? Opposed? Abstaining? Passes 7-0-0. Action 6.06 is to approve the sponsorship of continuing education for adult education program. >> Move it. >> Second. >> All those in favor? Opposed? Abstaining? Passes 7-0-0. Could I get one of my colleagues to please batch personnel 7.01 to 7.10? >> I will move that. >> Second. >> All those in favor? Opposed? Abstaining? Passes 7-0-0. Let's start with board forum. Mr. Connors, would you like to start us off this evening? >> Sure. I just like to thank everyone right now for all the hard work they're doing. I think, you know, especially during this time of year, there's so much going on. Getting closer to the end

147of the school year for all the kids out there testing right now. Keep up the good work. We just want your best efforts, so whatever you do, however hard you work, however hard you put forward, that's what we want to see. And I would have to say just again, thanks for the receptiveness and taking the questions. I think this year it's been a better year than in the past of really taking in input, looking at it, and coming up for the best results. Not only for, you know, all of us, but uh specifically our students, cuz that's what it's about. We're an educational facility, and I think really focusing that hard on the education of the students has been at the forefront really of all the decisions. So, thank you all, especially the administrative team,

148for the work you've put in this year. >> Very well said. Mrs. O'Brien. >> I have to agree. Thank you so much for all that you've done with um looking into how to better educate with um just even all of the changes coming up and um also I thank you very much, Alex, um of coming up with the bring forward a good idea um about involving our community more. I hope that um it's something that we can see in the future in our community. I'd love to see better community involvement. I think that that's the way forward and it's the way to um progress um as a city, as a school district, um as a community. Um and thank you, Miss Super, for going through all the budget and >> um explaining it very detailedly

149and and all those dollars that um and I just thank everybody for being here, present, and um committed to making sure that we're we're focusing on what needs to happen for our [clears throat] kids and the best education. >> Thank you. Ms. Paul. >> Um I like to say the same thing. I'd like to say thank you to the administrative team because you guys are always willing to take on something more and it's really appreciated. You guys work as I say this every every meeting. You guys work very very hard. And Mrs. Hooper, I think I'm understanding the budget better. I don't know if it's your explanation or maybe I'm just getting it. >> You're getting the hang of it. >> [laughter] >> And um and the parents that were here, I'd like to thank

150them. They were very articulate and I'd like more discussion on that. And Alex, thank you. I think it is great program. I think it is difficult getting people involved. Everybody's so busy with their lives and they expect the schools going to take care of everything and then something comes up that they're not happy with and then we get a lot of pushback and everything. But I think the more community involvement we can get, different ways of trying stuff, the better off we are and I think better off the kids are. >> Thank you. Mrs. Naimo. >> Um yes, thank you for um the parents, Mrs. Weaver, Mr. and Mrs. Marino, Mr. and Mrs. DeMars, Mrs. Jared. Um this is what we want is more community involvement and to hear their concerns and voice their concerns.

151So that was great representation of what we are sort of focusing on um with the CAP program. And Alex, I do trust you. Um you're always forward thinking and your job is very hard. You're looking at for positive ways to connect our district and community and I do appreciate that. Um and it's going to be it's I feel like everybody's very stressed. It's a stressful um time um and just I hope everybody knows that each of us personally have the students' best interest at heart. And what that looks like and what that comes across when it gets heated and very stressful may look a different way [snorts] than it actually seems. So, thank you everybody for being patient. >> Yes, very well said. >> Mr. DeGeorge, you want >> Uh me? >> Yeah, that's you.

152>> Well, thanks to the families, the many families spoke out. They were very passionate about the issue. Uh and I'm trying to think back as to why we did change that. I think it was to give other more students recognition. But, they were very passionate and I appreciate their comments. >> We did it to encourage kids to work harder to achieve. Um and that was the intent. It wasn't to cut any It was trying to to encourage more kids. And more kids were recognized and then we heard the stories of the students that were upset that they I want that color and they found out that they missed it by one or two points. And they said, "Well, I would have worked a little harder had I known that." So, that was the There was

153good intentions. So, I mean it wasn't with Yes, there was a whole discussion. So, yeah, you're right. >> I don't remember that. >> Yeah. >> Um Alex, I love the idea of the community ambassador. Um maybe once I'm off the board I can assist you with that. I have become keeps me active. Um We approved the adult education at Poughkeepsie, right? >> Mhm. >> Does that mean I can take a welding >> [laughter] >> Anyway, just joking. Um Thanks, Kate. You always break it down so eloquently and I understand the budget much much more. >> Good. Thank [clears throat] you. >> Thank you. >> Miss Kopin. >> Um everybody said just about everything that I would say. [snorts] Ditto to I would say with the adult education myth, I have to say to you that

154I remember when and I miss terribly. I always thought when I got to this age I could take that language class or the cooking class at night in our schools and we don't do that anymore and we lost that and I think that uh the government uh uh did us a disservice as seniors. I I you know, I remember the seniors when they used to do those programs. It they they it gave them so much life and they were in our schools and it gave them an opportunity to see things going on at night in our schools when they went for their classes. And so, you know, again, it's another piece that went away where we used to garner some support because it's always, you know, they had a little skin in the game themselves

155and we don't have that anymore for uh that voting block. So, I do miss that. >> Robin, as a junior Robin, as a junior, I attended those classes. I taught I I learned Italian with my grandmother. >> Oh, you Wow. >> Yeah, as a junior. It Dearbie. >> Yeah. >> So, I don't know what happened but they had chances as a senior and and they they went away. >> Well, thank you so much for all of the uh input and comments from my colleagues. Um I just I did want to just say two things. Um just going to touch base on the valedictorian salutatorian. I am so thankful for the parents that came and showed up. Um it is something definitely worth revisiting but I I do want to say that um I don't think

156it's something that came out of 2021 or COVID because my daughter graduated in 2015 and these talks were in place prior to her graduation. So, you know, we need to go back and kind of get a little bit more of what where the story came from. Um so, you know, it wasn't just a COVID thing. Um >> It was years in it was years in in uh study. >> So, just just something to kind of throw out there but I I do appreciate the passion from um each one of those students. Uh they you know, our former students, their letters that their parents wrote, too. so um just definitely worth revisiting just however it works out down the future, but definitely worth revisiting. And then I do want to ask, and I know that this

157comes up quite often, Mrs. Mainville has mentioned things quite often, other board members, I'm hearing from parents, our website is not always updated, which we know we've talked about in the past, but the the new recent things that are not coming up are lunch menus, which parents need and would like to know for their students. The athletics I know is something that has come up, not just from Mrs. Mainville, but from community members. So if we could just I don't know who's involved or who does I know it there's so many things that all of our administrators do. Is it like the building principals? Is there someone designated in the building? Is it Alex? Is it Mr. Lawrence? Like who is on top of knowing it's it's a lot, but and I mean maybe we're

158not looking at it all the time, but there are parents who are looking at it just I just thought I would throw it out. >> And Mrs. Griffin actually called me and she had issues with the policies. So what we're do we are doing the policies, so >> I mean I couldn't I tried and it wouldn't come up, so >> We can talk. There are people designated to do that. >> Definitely. Definitely. I just want to kind of bring bring that up. I know that, you know, [clears throat] we had updated our website a few years back. It was supposed to be more user-friendly. I know that I'm not super great about it cuz my kids are now all graduated, so I'm not utilizing it as much, but I am hearing from community members that

159it is not as user-friendly as we think that it is, so I don't know. And building staff, building staff's a huge one and we had an issue with that. >> A parent trying to get a hold of a certain staff member and their title was incorrect. And that's that's >> So for our coaches and athletes >> No, not coaches and athletes. This is >> for them to send messages to parents where it's linked on our directory so it changes our title. So I looked into that from the last time. >> But could be like completely incorrect. Like >> Not even in that it's just building anymore. >> Okay. >> So that's being looked into. >> So I guess we can just take off that access piece because if we it's not connected then I just

160want to make sure that they can't send messages. >> it was changed to be more helpful and maybe it created other issues in doing so. >> They're just trying to get a hold of the correct person. All right. >> Within the building. >> So now you guys are aware. I just wanted to do my due diligence [clears throat] in throwing that out there for you guys. But I do appreciate everything tonight Kate. Thank you so much with the budget. It's not my favorite time of year as you all know. But uh we will get through this together. Um We're not on that page yet. Um at 8:02 second public forum is there anybody who would like to address us? Going once, going twice. All right. We're going to move on to action 8.3 which is

161executive session. It is resolved that Mr. Lawrence asked to enter executive session for the purposes of discussing matters participating to employment history, personnel matters regarding particular employees of the dis- employment of the district. Would somebody move that? All those in favor? I. Opposed? Abstaining? Passes 7-0-0. Thank you for joining this evening for those of you who are virtual and we will be back for it. >> Mhm. >> Yep, we're ready. All right, welcome back. We're going to try to move action 8.04, which is to approve the 2026-2027 tentative budget. This is a roll call. So, I am a yes. Mr. Connors? >> Yes. >> Mr. De Girolamo? >> Yes. >> Mrs. Griffin? >> Yes. >> Mrs. Mainville, yes or no? >> No. >> Okay. Mrs. O'Brien? >> Yes. >> And Mr. >> [cough] >> Trump?

162>> Yes. >> Okay. Passes 6-0. There was no abstaining. Uh adjournment, action 9.01. >> 6-1 for the passing. We had one less. >> I said yeah, I'm tired. I'm really sorry. And actually, I didn't Did I I didn't ask anybody to move that. >> Move it. >> Can someone second it? >> Second. >> All right. Passes 6-1. Adjournment, action 9.01. Somebody move it? >> it. >> Well, >> that's everybody. >> [laughter] >> Robin and Lori. All right. All those in favor? I. Opposed. Abstaining. Thank you everybody so much. I know this is super hard. Appreciate all of your hard work and your questions.