001Good evening and thank you for joining us tonight. I'd like to have somebody move action 1.02 to approve the agenda. >> Move it. >> Second. All those in favor? >> I opposed. Abstaining. Passes 500. In the event of emergency this evening and we have to evacuate the building, we can move out either of our doors here in the um boardroom, go out the nearest exit, 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. >> All right. We don't have anybody signed up for our public forum. So, if we can move on to action 1.06
002to approve the December 9th regular meeting minutes. Move it. >> Second. >> Was that Lori? >> Yeah. >> And >> okay. All those in favor? >> I opposed passes 500. Action 1.07 to approve the December 9th budget workshop meet minutes. >> Move it. >> Second. >> All those in favor? >> I opposed abstaining. Passes 500. All right. For our upcoming January, we have a few meetings and a few concerts coming up. So on the 15th, we have the Lanigan Volony concerts. Uh our all county secondary band festival is on the 16th. We have a health and safety facility mil meeting that will be on the 20th virtual. Uh look at me 3 program will be at 9:00 at Fairrave on the 21st. We did get a new flyer brochure for the board members. you guys
003can take a chance to just take a peek at that. Our policy meeting will be virtual on the 21st. Lot going on on the 21st. We also have another concert for Graanby and Fairrave for their winter. Um and another look at me um workshop at Fairrave on the 22nd. Uh don't forget that prior to our meeting on the 27th at 5:00 we have our budget workshop. Um and then on the 30th we have junior high area All State and then another regular board meeting um on February 10th. Now keep in mind that lobby day for NISPA is on the 11th that is in Albany. However, we are working with our um Congress people here, Mr. Chris Ryan and Will Barkley hoping to set something up local for us here for the Fulton City School District.
004Uh once Mr. Kapan or Mr. Lawrence no more with the date. We will get that out and that will be good for us to be able to meet do our individual needs for our school districts. So, but yes, you can still do lobby day if anyone is interested in doing that as well. Uh and with that said, we'll just move on to the superintendent report. >> All right. Thank you. So, we have a couple things on uh the agenda for this evening. The first one is our um review of our data process. So, uh, obviously a few of you few of our board members went to an event early in December, uh, that was hosted by the Asiggo County School Boards Association, um, focused on, uh, DASA and what DASA looks like in our in
005our school districts or what it should look like in our school districts. So, um, that prompted us to have some conversations as well to re-review our processes. Um, I think what the group is going to share is we're we're in a really good place as far as our processes go. Um, and it aligns very well with with what was shared with the board that evening. But valuable information that we thought it was good for our entire board to and community to hear about. So, I'm going to turn things over to Mrs. Hendendrickson. >> Thank you. I'd like to welcome Sammy Sheldon, our director of student support services, Daniel Quinn, our school home leaison at the junior high and Eric very and like Mr. Lawrence just said they're going to provide an overview of how our
006district um uh prevents reports and response data concerns. They're going to give a system level overview focusing on prevention, consistency, and compliance. Thank you. U thank you for having us this evening. Um before we get into exactly what DASA is, some of the background information or our processes, I really wanted to um highlight that a lot of the work that we do around DASA relates back to the strategic coherence plan. Um where DASA is directly connected to the climate and the culture in our buildings. Um and you can see that that is the the red outer circle there. We like to um reference that as the plate in which we serve um the other components of our educational um systems and structures within the district. And um that leads us to um the way that
007we're able to implement our learning wellness and life pathways. Um and as I'm sure you're aware, New York inspires and New York State has um newly approved our portrait under graduate. And so if we're beginning with the end in mind and we're thinking about the types of experiences we want our students to have and the skills we want them to graduate with um they all um direct connect directly back not only to our strategic coherence plan but also to some of our um systems that are placed to support. So I will review quickly just some of the basics around ASA um in terms of definitions and what it is. Um I know this might be familiar to some but not to all. So I want to make sure that um we at least um share
008some of this information. So DASA came to New York State in July of 2012 um really to make sure that students were coming to school and had a discrimination, harassment and bullying free place to come and feel safe to learn. There's been some amendments um since then to just broaden protections and make sure you know as we learn we do better and we make sure that we include um more students in categories under those umbrellas. Um again the whole point of NASA is just to create an environment where students um are able to come and focus on the learning and not um have fear for their emotional or psychological safety. Um, in more recent years, although DASA stands for the Dignity for All Students Act, we're really pushing on um using that word dignity um
009in making sure that as we're talking to students and families and and our community about this, that that's what it focuses on, that um all humans have inherent worth u regardless of where they're coming from and um what characteristics they might have. We want everyone to feel as though they have a place in our schools. Okay. Um again, some definitions very wordy. I won't read all of this. I just wanted to highlight that one of the primary characteristics um that um qualifies something as harassment, bullying or cyber bullying um involves that creation of a hostile environment through the use of threats, intimidation or abuse. And then again that sort of is delineated by these three additional pieces of information. Um those threats, intimidation or abuse need to interfere with a student's educational performance or their
010ability to access their education. Um it needs to impact their emotional or their physical well-being. Um it needs to cause or reasonably cause a student to to either unfortunately possibly be injured or to fear that they could. So like threats of physical harm would be a qualifying factor. And then the incident needs to either happen on school property or as part of a school function. So athletics events, um class trips, things like that that are school um sponsored events, those all count as happening on school property or if they happen off school property but um could impact the school day disruption or cause somebody to fear attending school, that would also fall under DACA as well. So, um you'll notice that some of the words are highlighted in red and then some in blue. Um
011we did this when we did some training with our administrative staff and our district coordinators over the summer. We highlighted the words in red is um sort of the threshold to meet those categories that are outlined in blue. So in that's that's our measure. has to unreasonably and sustainably, which are not clearly defined necessarily by New York State, interfere with a student's ability to access their learning or reasonably cause someone to fear for their safety or could foreseeably impact school. Um, here's a a clearer definition, more thorough definition of hostile environment. Um, and that really is just the student feeling distress, feeling unsafe, and that it disrupts their access to education. In the Fulton City School District, our staff when they are documenting behaviors use something that we call the major minor guide. And that
012really outlines specifically um the components of each behavior. So if they're writing say a discipline referral, if they're looking at the major minor guide for bullying and or harassment, sometimes it's it's tricky to differentiate between the two. So in the major minor guide, we would notice under bullying um that we're looking to see if there's an imbalance of power that could lead us to categorize something as bullying. It can be repeated. Doesn't necessarily have to be. um it tends to be intentional and the intent if you're following the column under bullying down. Um usually the intent of a act of bullying or a bully act is meant to embarrass somebody, exclude them. Um and sometimes examples might look like social media posts that are meant to isolate someone or embarrass them. Um under the category
013of harassment. So bullying is considered a form of harassment. So harassment is the larger umbrella. Um there is uh typically intent behind harassment, but it's also related to something called protected categories or classes. Um there are 11 of those and we'll show you those in just a minute. Um those tend to be physical or um other characteristics, cultural, social, um religion based type characteristics that somebody um aligns with or or possesses. um and those um acts of harassment tend to be sort of similar to bullying but generally focused on one of those protected classes. So maybe the the social media post is focused on somebody's gender or sexual orientation or their religion. Okay. And here is New York State outlines those 11 protected classes um there on the left and then they throw in an
014other category and lots of times um that could include somebody um their socio economic status, what they have, what they don't have, how tall or short they are, um really anything that um could um cause someone to feel targeted based on a characteristic that they possess could be considered a protective class. Okay. New York State and the dignity act um tells us tells schools that we must develop policies, have prevention strategies including SEAL instruction, provide training to staff, have a common form, um investigate all reports and we'll talk that'll be our next step here in a minute. um respond to material incidents in a particular way and then report material incidents to New York State through our um school safety portal. >> So earlier T mentioned that you administrators had training in the summer. So
015what we do is we take that training we bring to our buildings and so we created a lot of whatever level we're at building your academic clear expectations and so the goal of this is that tier one approach we want to make sure that we are uh getting our staff to address issues before they even occur. So with that happening, we with those clear uh behavior expectations like using our sore th that's a common language that we're using to have our kids uh appropriately behave in our buildings. So again, if it does happen, the goal has been is to be instructional with uh the students or uh the incident that heard or that happened, but also the goal is to prevent that from happening again. So true to our our MTSS model, the primary focus
016is always teaching and retaching. And if behaviors do pop up, we provide that individualized support. We provide opportunities for retaching. And then if it kind of meets the code of conduct, we follow the progressive guideline for disposition. So this is the actual reporting form um that we use whenever there's a perception of bullying or harassment. So that could come from someone in the community may call in, it may be a parent who emails us, a teacher, a student. So each time there's a perception that there's been an incident of bullying or harassment, we start an investigation. Um we gather as much information from the source as we're able to. Um and at that point we then um begin with uh maybe witnesses and go through witnesses and really try to compile what happened in the
017situation. So once we're able to determine um once we're able to determine a good picture of what happened in talking to all parties, then you get to the point that there's a determination that needs to be made in um the actual investigation. But also there are times so the investigation can end up in something that's called a material incident. Um and that point we found evidence of the situation actually did take place. Um and if that's something that then needs to follow the code of conduct, we would then follow through with that track. Sometimes it's it's clear that retaching needs to happen with students. Maybe all the evidence wasn't found to actually substantiate the perception of what occurred, but it doesn't mean that things didn't take place that don't need to be readressed and rettaught.
018And when I'm talking about retaught reteing, it's not just um you know, you see on there there's an offender and there's a target. Um and we're really teaching skills to both parties. Um in my situation, I'm in a junior high school, so we have 11, 12, 13 year olds and we are constantly reteing. Um, but it's important that the target has the skills so that when they're faced in a situation the next time, they feel more equipped to be able to handle if somebody says something to them or does something as a first um as a first response. And then um we also are working with the other piece of that for the person who's uh deemed on the other side of that and reteing skills for um how to treat with kindness, dignity, respect.
019Um, and so it's a it's a definite balance between for everyone because again we're we're talking about young children. We want to teach them how to be able to um come in contact with situations in life that they're prepared to handle. So um that's >> and you can see here that uh it's not just solely one individual that's taking the the reigns. It's it's a team approach. Uh, as you can see here, depending on who what the incident is, there may be uh a certain person that's going to take the lead on that investigation and the others are going to provide support whether it's uh retaching it is uh maybe you're you're talk one's talking to the offender, one's talking to um the target and then you're and again going back we're trying to retach
020uh behaviors to stop it from happening but also to prevent prevent it from happening again. >> And I think one of the things that I didn't point out that's important is that we work in a DASA team and I know you're um starting to say that you know you generally have one person who's leading the investigation but uh the school home liazison is working with the administrator who's also working with other support staff um as well. >> Can I just ask a quick question? Um so we have a um common form DASA report form when you guys are investigating since um the coordinator an administrator or a DASA team member is investigating. Do you guys have a common um like procedure when you're investigating? common list of questions that you're asking to make sure that
021I know with talking to kids sometimes you're, you know, your your mind just gets somewhere else and you're you don't forget any important information and everybody's asking the same questions to the same witnesses, the same um victims, >> etc. >> Um there is a process that we go through with the who, what, when, where. um that where the investigation goes really depends on what information we're given um and the direction that it takes us. So, every situation's a bit different. Um as you can imagine um the situations are different. However, um and on the next screen too um it also talks about the process um that we go through. So um our um so yes we do go through um a series of questions um but they're also uh the interview like I said sometimes
022it spiderw webs into something more you're interviewing somebody about one situation and you learn about two other situations right um and so those will also become um it kind of spiderw webs and sometimes those will also then become investigations separate from from the initial investigation. Um, and the key is that, you know, we're communicating with parents, um, and letting them know that we're investigating. And sometimes then that also turns up, um, like was mentioned, as a a behavioral referral. Um, and so then we go in that direction. And sometimes it's really talking about to parents about what supports can we get in place for the children. Um, and sometimes it's counseling support, sometimes it's outside services and things like that. So, we're all at the same time really trying to process what do the kids
023need to be able to get beyond this and not repeat the behavior, >> right? But when you're when you're investigating, um, I understand that it definitely can spiderweb into different things since you might have different people investigating the same situation. How would you how would you explain making sure that you're consistent and everybody has all of the information? Um, everybody has all of the same information. >> Well, I think to again depending on the situation, if it's a large group of students that we're interviewing, that's the point that sometimes it's different people that are interviewing, but generally we're meeting ahead of time to have a discussion about what that's going to look like. And I know that Eric and I work pretty closely in the years that he was the principal at the junior high,
024but it's really whoever's involved. It's we're communicating what where we're going, who who's meeting with who, what what we're looking to determine. And so at that point, yes, we're already doing some pregaming, I guess, before we uh before we dive into. >> So there's no set list of questions. >> Just I guess I'm just like looking for consistent >> ask. Yeah, just to make sure that everybody so you don't miss any questions and what once you dismiss um a student from being interviewed um making sure that you have all the information you need from that student before you let them out into the general public where they're just going to talk about it. >> So, as Danielle mentioned, the who, what, when, where, who was there, who heard that, who else saw that, you know,
025who who can kind of back up what you're saying. But lots of times we're also circling back because if by the time you get to the third person they say, "Oh, and so and so also." So now we're strategizing and saying, "Okay, we need to go back and talk to the other two and ask them this specific question to see if it leads us to any different information." And then we need to answer make sure that we're addressing that in the additional interviews as well. So sometimes to Danielle's point, they do things eb and flow and grow and sort of take a life on their own, but we're really looking to answer those wh questions. We don't know what questions to ask until students provide us information except to find out what happened from your
026perspective. Who was there? Who would you hear? Would you see from who else should we talk to? Um is part of the dash of coordinator training. Those are some of the strategies that they teach. Um and I know I believe Rosanne gave your training. She also teaches our coordinators for the most part. So those are some of the the strategies. We try not to um have a strict list of questions because that could be prohibitive in terms of getting to the information that we're >> Yeah. Not like a strict list. I guess just to make sure that everybody has the same information and how you make sure that Danielle has the same information if it does spiderweb. >> Do you know what I mean? >> They do the free game, but then they're they're also
027connecting at different points and in calling each other and then coming back together in between interviews and making sure it's just constant collaboration. And this could take days. Oh, it does take days. >> Yeah, absolutely. >> We re um you know, we reflect on what what investigations that we have during that. So, if it's a large uh setting that does spiderweb, we do come back and and coordinate and say, "Hey, this is what we found. What did you find?" And then the next steps determined after that. So, it isn't like one and done and then we're just kind of filing it. It comes back to, you know, reflect on that >> and you might rein same students. >> Absolutely. Yeah. Yeah. >> Yeah. And um you had I just I want to make sure that
028I answer your question, but one of the things that you also said um you make sure you've got everything before they go back and talk to each other. Well, there's sometimes we're also very strategically splitting the kids up. I'm going to call this student to my office. You're going to go down there and get that student and bring them to your office. So, they're we're able to have that fresh interview before the inter, you know, there's always going to be that interaction. Um it's certainly nicer without telephones um um so that has made a huge difference um in our schools as well. So we do try to think ahead on those things and really just make sure that we're communicating between the team and then communicating back out um with the administration and you know
029with Terrence. Sometimes we will ask students directly, hey try not to discuss this with any of your friends or your peers. Go home and talk to whoever's there. Whether they do that or not, we're not sure. But we we like to think that sometimes that helps us control some of the narrative, >> you know. And in the same way, sometimes we have students who are concerned with, hey, I don't really want to talk to you. And you don't have to acknowledge that you've come to my office and talk to me. I'm not going to acknowledge a student that I've spoken to you. Um so in, you know, it helps. I think students also feel more comfortable in in sharing and getting the help they need um when they know that it's not going to be
030broadcast back to students. So really, we're continuing to build relationships with kids every day and even through this process, it's helping kids to recognize that we're going to address things that need to be addressed, but we're and we're also going to support their learning when they're they're heading down the wrong track. We we're going to be there. We're the coaches. were the um people to support to bring them back on track. >> Thank you. >> So throughout the the course of the investigation process, we have uh the response and the response kind of falls into three different categories. An allegation that was determined unfounded and then you can kind of see the steps that we take in that section where we're continuing with tier one practices. uh the retaching piece, the coaching piece, um and
031again trying to not have this happen again and then to consider and address if it's bullying or not. If there is an allegation that is substantiated but is not a material incident, it's all of part of that first column, the continue of tier one practices, the coaching, the retaching, and the prevention into a possible uh the code of conduct if it's appropriate. And then we are targeting. And what I mean by targeting, we're giving individualized in uh reteing and instructions to whether it's the offender or the the target and uh helping out uh with other action steps such as again we're stopping the behavior. We're trying to eliminate that hostile environment and again prevent from it reoccurring again. >> And if Go ahead. >> I'm sorry. >> Go ahead. And the other thing I wouldn't
032forget to mention too is the follow-up piece to this as well is that we are continually following up with kids and how did it go? Um how's it going now? Are you having any other issues? You know um you see a student in the hallway and you can do a thumbs up and they do a thumbs up back. So it's uh or calling them in and having you know just a serious conversation about you know we talked about some serious things last week. How'd it work out? Did the things we do help? Um, if not, then we start the process all over again and put other things in place. Um, we always tell kids that unless you unless you share with us that something's continuing, we won't know that what we did before didn't work.
033So, we're continually looking continually looking for their feedback. And we also tell them, if you're not comfortable coming in to share with us, please go home and let your parents know so that they can call back and communicate with us. So, looking ahead to some of the things that we're thinking about now and some next steps that we want to be thoughtful about, we're going to continue um trying to find ways to um strengthen our tier one commitment through social emotional instruction um teaching and reteing um targeted teaching around DASA and bullying type behaviors specifically for staff and for students. Um we're working um especially with our administrative and our student support staff to ensure that the things that are working really well with our data teams are replicated across the district. We want to
034be consistent and we want to calibrate our practices um and have similar levels of responses. Um we are working uh we're in the final stages actually of working on a standardized Google form. Currently on our website there's a data form that folks can print off, fill out and send in. We're trying to do a Google form so families, community members or students can click through and and answer and um it'll be submitted. We're working on the workflow part right now. So all submissions will come to me in addition to this the data coordinator and the administrative in um the administrator in whatever building is identified at any point on the form. Um it will follow pretty much the same format as the current DAS paper copy you have in front of you with a little
035tweaks. Danielle had mentioned earlier that we try to get as much information from the source as possible, but folks can also make anonymous reports if they have concerns for whatever reason about identifying themselves. So, we ask a little bit more on the Google form just in case they don't tell us who they are so that we have um as much information to move forward as we can. Um and uh Mr. and I are currently working on a tailored um set of u scenarios and instruction and supports for students who are participating in our extracurricular and athletics programs across the district. So that is on the horizon. Any other questions? I think I have one about the um extracurricular activities. What would make um what would make the Google form different from the the Google form
036that would be what would make the Google forms different one from the other extracurricular activities versus the one that would just be up online? >> There would just be one form. The um difference between the extra extracurricular programs is we're going to try to provide tailored training for folks to be able to identify bullying, harassment. >> Oh, for like the coaches and volunteers. Oh, I understand. Okay. >> So, maybe like common scenarios that might happen within this particular group of students and you know um helping them work through scenarios and thought processes and and things like that. >> Not just but also the captains of the >> the Oh yeah, that's a good idea. That's great. Yeah, I misunderstood that. Okay. Yeah, that's a good idea to Yeah. Okay. >> Just off the top of
037that, do you I mean, I'm sure you get a lot of DASA complaints. Hopefully, most of them are unfounded, but I mean, in a typical year, what what are you looking at? Like what do you typically see as far as numbers of DASA complaints? So, I mostly see the material incident numbers. We are working to tweak our system so that we can compare how many we're investigating versus how many are material incidents. Um hundreds yeah our investigations. So the perception we have many many investigations and not all of them turn out to be much fewer turn out to be actual material incidents. Um but again just because something's not a material incident doesn't mean that something didn't happen and we still need to attend to it. So, >> is there a follow-up process for that?
038Um during our DASA training that we took um countywide, uh it was kind of brought up that every that there should be um you know, an action plan that was going to make sure that the student felt safe. Um what's the follow-up process look like? So, some of that's right in the conversation of the initial um the initial investigation and and things that we do. Like I said earlier, if ever is um in a situation where you're not feeling comfortable or safe or any of this feels like it's repeating itself, please come in and let us know, talk with us so that we know what we put in place to work um or talk, you know, to home. Um as far as following up, following up is uh something that we are constantly trying to
039improve to get better at. Um, however, it is that remembering to bring them back in to have that conversation with them again to when you see them in the hallway, you know, making sure that you're saying, "Hey, how are things going?" >> Um, and if if there's a sense that things don't feel right, then they're coming back in. So, um, so that's the, uh, >> it could be a formalized process or it can be informal. can just, you know, is it's that constant check-in, you know, after the investigation so students feel that we're not we haven't forgot about them just because the investigation is over. >> Well, and the check-in isn't just to be clear, the check-in is not just for um the student who is the target. The check-in is also for the offender
040because that's an important piece of this as well. Um, so sometimes, um, that check-in is formal, like a re-entry back into the building or, you know, after a suspension or something like that, or maybe the check-in is during the the formal retaching that's taking place. Um, so, um, it can it can look many different ways. >> And this would be ongoing throughout the year. You wouldn't just be like, "Okay, we're at month three. Everything must be good now." You would continue this throughout the year >> if if needed. >> If needed. Absolutely. Oh, and right the doors open um to Right. And as as things, you know, anytime that we're connecting with kids, it's you know, how's it going? Um I know we talked about this before, are we having any issues with all of
041sometimes it's informal and sometimes it's formal. >> Okay. The feedback from the kids, um what what does it look like? basing off like our student surveys, we had overwhelming numbers like 91% saying they felt safe, they felt like they belonged in our schools. So to hear that we have, you know, a number complaint, what what is their feedback? Are they feeling better? Are they still feeling safe? Because according to our data, we have >> it seems like they are. >> Yeah, we have a very high number that feel like they belong and they feel safe. >> And speaking of my building, I hope that is the case. I mean, we were double time to to get there. So, um, our goal is that everybody who's in our building feels safe and comfortable about being there.
042And if they don't, then they feel safe to come to somebody to let them know so that we can so that we can fix that. >> What does the training look like for because I know that there has been a little bit of controversy about what DASA is and sometimes kids make fun of it and things like that. Um and and even from when it originally rolled out, they had some updates to to really kind of explain what it was, what it wasn't, um to create a safe environment for all. Um what does the training look like for us to be proactive with students to in like I know we have soar and uh you guys have said that that's really helped to encourage and be proactive with with the um behaviors. Um, I might
043have just answered my question. Um, but I was kind of questioning on what we're doing to be proactive with um, not making it kind of a dirty word of like um, because even statewide they are saying that you know administration all across the state maybe doesn't want to say like hey we have a Tesla problem we have but but there are incidents that do occur. Um, and we've seen statewide that like even that that maybe we're under reporting than over reporting. Um, and that at the end of the day, we want to make sure that everybody feels comfortable. So, I'm just questioning on what we're doing to make sure that um people feel comfortable in saying that and that it's a process that um is authentic and allows all parties to be heard and respected.
044>> So, I would say it's more than one thing. It's layers of things. And so, um Eric had mentioned, you know, our tier one practices. Those practices happen from the moment that a student either gets out of their adult's car or on the bus. you know, those positive interactions, being aware as adults, um our direct seal instruction, um talking about conflict resolution and everything from getting along to others to, you know, um shifting to having those conversations around dignity. You mentioned, you know, sometimes it it is referenced in sort of a negative way. And, you know, I I have giggle because kids will use the word da as a verb, right? Oh, you know, you got a detailed or you daced or something like that. And I think that's part of the reason behind the
045push to using the word dignity because the word respect can be misinterpreted or interpreted multiple different ways, maybe not misinterpreted, but it's hard to argue with whether or not you violated somebody's dignity, right? That their inherent worth. So, we're trying to change our language to put more weight behind these conversations. And so anytime we're talking about um conflict or some sort of interaction between students or adults and students, we're trying to use every conversation as a teachable moment to talk about, you know, did that harm a relationship? Did you were you valuing that person's dignity at that point? Were you um so that's part of our school culture in general and the way that we're trying to do business in all the things that we're doing. Um, sometimes we want it to look like um,
046it's just part of who we are. It's embedded and you might not be able to necessarily put your finger on it, but you can feel it. If if we're if we're there and we're doing a lot of great things, but it's our instruction. It's the way that maybe at the secondary level when they're reading whatever novel that they're covering in the class, they're they're referencing those characters and what dilemmas did they face and and what how did they resolve that conflict and what characteristics really stood out and you know um how did they go to bat for for that person that they didn't necessarily get along with? Those types of things in everything that we do. >> I don't know if that answers your question. Okay. >> Thank you. You're welcome. Yep. >> All right.
047Thank you very much. >> All right. So, uh, next up we have another presentation. We have a Kepler project update. So, uh, Mike James from King and King Architects is is here as well as, uh, Matt Herbert from Le Chase Construction, our construction management company. you're going to give us a update on where we are currently with our projects and maybe a little bit where we're going next. So, >> absolutely. >> Thank you everyone for having us tonight. Uh my name is Matthew Herbert again um with Chase Construction and this is Mike James with um so yeah, we're we're going to go over some of the the phases that have uh started construction and um some of the phases that are currently, you know, out of bed or finishing bed and getting over that. Um
048the first one, uh this is just a breakdown of all of the phases. Um phase one is substantially completed. Phase two is in construction. Phase three is in construction. Uh phase four is actually going to be it's on your agenda to be approved. Uh the contractors that were the fitters um the other day. And uh phase five is um getting under construction. Uh again, phase one, just a recap and overview of what the work is uh with some final photos of the gym and uh the work at third grade for the stairs and the entry. Um again, this project or this phase is substantially completed at this time. >> Can I ask a are we do we ask questions about the phases as you go along or do you want to wait till the end?
049>> Okay. Um were we was it part of the um the gym the wall to have the um alma moater put back up? >> So was that part of the banners? >> Was part of the painting of the gym? >> They were banners originally though. >> The banner painting on it that so that had nothing. >> It was a request. If it was a banner that that existed originally, >> the district took possession of those clean back up >> to clean. Okay. but it wasn't anything to be painted on the wall. >> And um what were the gym doors? What were the doors that were um replaced? I don't remember. >> Uh I believe just about all of the doors around the perimeter of the gym have been replaced. Uh what was there had already
050been replaced once and quality wasn't what it should have been. So uh what is there now are hollow metal doors painted to look like wood >> and >> Oh, that's right. I can't remember you talking about. >> Yeah. >> Okay. >> Might not recognize them right away, but they're far more durable than what we took out. >> Thank you. >> Hopefully, they'll last a lot longer. >> Uh for phase two, uh we've continued picking at items that we uh can get done during the school year. Uh coordinating with um the facilities director and each of the principles in the buildings. Um over the summer, we completed a lot of paving and site work at uh at Graanby. We've completed a little bit of abatement at Fairgrave in preparation for the summer's work. Um the boiler
051at Graanby is up and running. Um so that's a huge win. And uh we're we're continuing to work um for the showers and the shower tower replacements at Graanby as well. Uh we're also continuing to plan for our summer construction. Um, again, as I noted with Fair Graves abatement, we're also going to be trying to get some abatement work done at other buildings so that we can open up our construction for this summer as there's a lot to complete. >> And I I'll remind the board that the boiler was not originally part of the scope. We had a boiler fail >> and with the help from the district and coring, we're able to squeeze that into the project. So, that that is very critical. >> Uh, phase three. Um, as you'll remember, this was mostly
052redoing of the softball and baseball fields behind the athletic center. Um, and Davis Wallbridge, this site contractor, has just really put in a ton of work. Um, they look great out there. They've gotten almost all the drainage complete. They've solded, they've seated, they've relayed out the the the fields and even gotten um fence posts done. Um, they really came in and just put in a ton of work. um they're very far ahead of what we had expected um at this point and they look beautiful out there. Um so that that is a huge win here. Um and phase the rest of phase three is mostly taking place um at the junior high um and at the actual incession stand building. Uh we're working to plan the work at the junior high because it does involve
053some uh structural steel work that we need to coordinate heavily with the the principles and Cory's team. You'll notice in the lower left photo, the infield grass is there and then there's a coach's box is also boxed out. Uh, and that's fantastic. It means it's going to be in place for the spring growing season. So, quite an advantage. >> Again, Davis Wbridge really came in. Um, the owner of David Davis Wridge, Eric Gilkkey, his son played baseball at the college level. This is what he loves to do. This was right up his alley. He and his team really came in and did a great job. >> Excellent. Did we get the sewage pump done at the concession stand? >> The sewage uh pump has not been done yet where we wanted to um we were
054trying to schedule it and we waited until after football and everything was done. Um but then we were still waiting on the pump to come in. So, uh we're working to schedule that. >> Did um why do I feel like I I remember that we couldn't put the concession stand in the capital project like it was considered something separate? Did it do you guys remember that or was that >> No, it's separate for >> like we couldn't use it as part of our capital project money, >> but we can replace a sewage pump with it. >> Yeah, there was something about like we were able to same with like the stands. We were able to reinforce the stands, but the concession stand was >> right >> completely separate. Do we know why we can do
055the sewage and nothing else for them? >> It's possible that you weren't receiving aid on that building. >> Yeah. >> And that we did a li limited amount of work because of the funds available for >> I don't remember the circumstances, but that would make sense to me >> that we didn't have enough money to go. It wasn't like a it wasn't like a mustave at that time. >> It's not always considered debatable because of it. Yeah, >> that building because it's not student occupied doesn't drive pay. You don't receive >> but we decided to do the sewage pump to make it useful. >> That's my understanding is that what was the the pump that is there is not actually a sewage ejector pump. It is working in that capacity >> sometimes. Um so true.
056>> Okay. So, we have the pump ordered and it should be like Okay. Not okay. Thank you. >> Uh phase four, this is actually what's coming before you guys today. We just bid it. Um the the low biders are noted at the top there. Um and uh we've included some pictures from um architects on the playground that is going to be going in over at Voli. Um, I know that that's exciting work that has been talked about for a long time. Um, and that playground has needed an upgrade for quite a while. So, very exciting things are happening over there. And this work looks to happen in the spring if we can tackle any of it before school ends, but mostly in the summer. >> The design team uh project team met with Mrs. started
057a number of times to help fine-tune the equipment selections. Uh because of the way the bids turned out last week, we actually chose to add a half basketball court and make some changes to their kickball area. So, it's very exciting. And one other thing that we chose to do after talking to Liz is that we pulled some of the equipment away from the front of the building and the access road into the building just for student safety and for oversight of the teachers who were it's a lot of area out there to cover. So we tried to condense that a little bit. I think she's really pleased with >> what's coming. >> Yeah. Phase five, a lot less exciting, but very much needed. Um, is a new boiler for this building. Um, the boiler has
058been ordered. We're currently waiting for it to get here. And because our bids came in, um, under budget for phase 4. Uh, we were actually able to accept the alternate for this phase to replace the second boiler. Um, so there will be a complete new boiler plant at this building at the end of this phase, uh, which we're hoping to be done, uh, at the end of the summer. The first boiler is expected to be here in March. Um, they're big pieces of equipment that take quite a while to fabricate. So, um, both boilers should be here about the same time, but we're going to try and get one replaced, up and running, co totally cut over, and then start replacing the second one. the contractor generously offered to hold that cost a little bit
059longer than they really had to legally. So, uh that's something that we're at least about now both boilers will be on the same bid, same model. >> And this entire phase was not expected to be a part of this project. So, this is a huge win for I know Corey is very excited about getting this. to keep our fingers crossed every week. Good. >> Another week itself, >> especially with the cold weather. >> Well, the fact that you guys could get that in such short notice when it wasn't expected or planned is is great. >> It's really a test and his design team. I mean the district called us about that came up and within I don't know weeks we we were just getting it together and so Mike and I really put a lot
060of work in to get that to sed um and then has been pretty good to work with the mechanical contractor. >> Okay. >> Awesome. Thank you guys. Thank you. Thank you. >> Thank you. >> That's it. All right. Well, thank you very much. Uh action 5.01 to accept the financials. Somebody move it. >> Move it. >> Second. >> All those in favor? >> I >> opposedaining. Passes 500. Action 5.02 to accept the corrective action plan for extra classroom. Move it. >> Second. >> All those in favor? >> I I opposed abstaining. passes 500 action 5.03 accept the single audit >> second all those in favor I >> opposed abstaining passes 500 action 5.04 to accept the internal control corrective action audit report move >> it all those in favor >> I I >> opposed passes
061500 action 5.05 05 the to accept the donation from constellation employee match >> second. >> Okay, hold on. Who who moved? >> Lori and Jen. All those in favor? >> I opposed passes 500. Action 5.06 to accept the donation from Compass Federal Credit Union. Move it. >> Second. >> All those in favor? >> I opposed. abstaining passes 500. We appreciate the donations from both uh the constellation and from Compass Federal Credit Union. Thank you very much. Action 5.07 approve disposal of surplus property. >> Move it. >> Second. >> All those in favor? I >> I opposed abstaining. Passes 500. Action 5.08 to approve phase 4 award bid for general construction contract. Approve it. Second. All those in favor? I opposed abstaining. Passes 500. Action 5.09 to approve the phase 4 award bid for the mechanical
062contract. >> Move it. Second. >> Uh there's in favor I >> opposed. Passes 500. Action 510 approve the uh phase 4 award bid for the site construction contract. >> Move it. >> Second. All those in favor? I >> I >> opposed abstaining. Passes 500. Action 5.11 to approve the phase 4 award bid for the electrical contract. >> Move it. >> Second. >> Others in favor. >> I >> opposed. Obstaining. Passes 500. Action 5.12 to approve the phase 4 award bid for the plumbing contract. >> Move it. >> Second. All those in favor? I >> opposed abstaining. Passes 500. Action 6.01 to approve a committee on special education. >> Move it. >> Second. All those in favor? >> I opposed. Staining passes 500. Action 6.02 to approve the 2025 2026 district safety plan. Move it. >>
063Second. >> All those in favor? I >> I opposed abstaining passes 500. >> Action 6.03 is to approve the sale of the district property. Move it. >> Second. Are there any questions or discussion? All those in favor? >> I opposed. Abstaining. Passes 500. Action 6.04 is to approve the disposal of the unused ballots. >> Move it. >> Second. >> All those in favor? >> I >> opposed. Obstaining. Passes 500. Action 6.05 is to appoint the impartial hearing hearing officer. >> Move it. Second. >> All those in favor? I >> I opposed. passes 500. Would one of my colleagues like to batch our personnel action 7.01 to 7.07? >> Second. >> So Lori and Balon. All those in favor? >> I opposed abstaining. Passes 500. Okay. board forum. >> Fallon, would you like to start us
064off? >> Sure. Um, I would just like to thank everybody for their presentations. Um, you know, we're doing a lot of great work with NASA. Um, thank you, you know, for our capital updates. Um, and for our very generous donations. Um, we have a very supportive and caring community which, um, we love to see and they always come out and support. So, thank you. That's it. Okay, Jess, >> I agree. I'm very thankful for the donations and thank you for the updates for the capital improvement projects and it's good to see that our buildings are going to be heated and >> we're still working on that. Um and uh thank you to the administrators and um that came in and talked about the DASA and um that do so and you know care about those
065kids every day and you know it's we could talk about you know just acronyms and everything but it's it's great that they are following up and truly want to make sure that every child feels safe to come to school. So, >> true. >> Very good. Jen, >> thank you everybody for the information provided tonight. Everybody still out there? Um, and it's always good to hear that we're becoming more consistent and >> that is part of feeling safe. I believe a very big part of it. So, thank you for the information and all the updates for the capital project. It's always exciting and making our buildings and facilities better. All right, Lori. Well, same thing as my colleague said. Um, and thank you. You guys work tirelessly and I always want to make sure I thank
066you guys because you put a lot of work into a lot of stuff. Thanks to the capital um improvement and DASA, I know. And I like how we're aligned with everything. We're our district. We're on the ball. Okay. And thank you Doug for everything you do. But I also want to thank um I want to mention Jonah Haley, our life- saving award for the student that saw another student in distress was choking. He went over did the himch and I congratulations Jonah if you're listening. And I think a lot of adults would have been a little like what did I do? What did I do? and he he stepped right up to the plate. So, good job, Jonah. >> Thank you. Thank you. Well, welcome back everybody. Hope you all had a well-rested um holiday
067season and uh happy new year. Um I know budget season's going to be starting very soon and we kind of already had a meeting back in December. Um, and we're I'm I would say I'm looking forward to but not looking forward to uh what's coming down the pike and hopefully we'll be able to have uh our programs and um all the good things we do here in Fton continue and uh that'll be good to see where we're going from there. Um everybody has pretty much thanked everybody so we're just going to go with that and we're going to go ahead and move on to see if anyone is interested in speaking in our second P public forum. Okay. So we're going to then move on to action 8003 which is our executive session. Mr. Lawrence
068has asked that we enter executive session for the purpose of student disciplinary appeal and the discuss matters pertaining to the appointments employment promotion demotion discipline suspension and dismissal or removal of particular person. May I have somebody move action 8.03 >> to move it. >> Second. >> All those in favor? I opposed abstaining. Passes 5 Z. Thank you for joining us this evening. We will be back out short. All right, welcome back. Can I have somebody move action 8.04, disciplinary appeal for a student? >> Move it. >> Second. >> Okay, Jen. All right. The decision of the superintendent of schools is upheld. All those in favor? >> I opposed abstaining. Passes 500. Action 9.01 adjournment. >> Move it. >> Second. All those in favor. >> I opposed. Abstaining. Passes 500. Thank you everyone and have a
069great evening. Okay. Do you need this?