001Okay, good evening and thank you for joining us tonight. We'd like to open the meeting, call this meeting to order. Could somebody move action 1.02 to move to approve the agenda? Move that. Second. All those in favor? I I opposed staining. passes 600. For those who would like to reach out to the board of education from home, you can reach us at our email clerkfolton.cny.org. In the event of an emergency and we need to evacuate the building, we can go out the back door or Mr. Pelino's door here to my right 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,
002indivisible, with liberty and justice for all. So, actually we don't have anybody signed up for public forum this evening, but my good friend Audrey Mali from the athletic boosters club is here and she has something that she would like to say. [Music] The banquet was la was when you had your last meeting and I know from talking to Mr. Paulino's secretary in the past. He always enjoyed going and so I had planned to give him something of uh signs of appreciation from the boosters at the meeting but you know trying to work in what works for kids meant that you were unable to attend. So I came here to present this to you today and thank you for all your years of service. Thank you so much. [Applause] It's not often you always see someone
003there in a suit. I mean, when I've been cooking, I look out the um concession stand and you'll see him many, many a night in his suit watching the game when I think he needs a coat like it's freezing and he's there in it. So, thank you very much. I appreciate it. Thank you so much. Thank you, Audrey. Can I get somebody to approve action 1.06, the regular meeting minutes from June 10th? Move it. Second. All those in favor? I opposed. Obstaining. Passes 600. For our president's report this evening, tomorrow evening is our celebration of education. It is at Curtis Manor at 5:30. If you have not already let Desiree know and you're interested, let her know. Um, that is a wonderful event and I know that they've moved the venue this year. June 27th
004is our last day of school. Our kids are in half day. Yes. Yes. And uh hopefully the weather will cooperate and go down in temperature for I know some of those buildings have been pretty hot. Um July 8th we have our annual reorganization meeting here and um I know that Mrs. Trude sent out an email a while back so that board members could uh look at the different committees. Um if it's something that you're interested we'll obviously have conversation at that July 8th meeting. But if there's something that you're really interested or Jessica um will be joining us that day if she there's something of a committee she's interested in uh we can go ahead and at least give a heads up and uh you know we'll kind of go from there. Um I know
005we like to switch things around from year to year. Also if you're interested in running for either president or vice president kind of let Desiree know that as well. On July 22nd we're going to at 4:00 have our board retreat. It will be nice because we'll have uh our new superintendent with us and our new board member. It will be a great way to kind of kick off the year. Um and then we will go right into a a probably brief board meeting at 6:00. So that will be on the 22nd. Does anybody have anything else that they would like to add? All right. With that then we are going to go ahead and move the onto the superintendent report for your very last meeting. Yeah, now it's hitting me. Um, so I want to
006start off just we always try to start off with celebrations. What an amazing graduation uh last Friday night to to experience that um with all of you. We had five I believe board members. Was it five board members that evening? Uh we had um over 200 I think we had around 225 graduates is I believe what I heard the number was in final. I want to spend a special thank you to the crews that put that together. Uh all the work done by um the the team at Gay Bodley just getting all of the the student side of it and then the facilities and maintenance side getting that entire venue ready to roll. Um I got some really good feedback on using the wheelchair buses our small buses transporting from the war memorial. So, lots
007of positive feedback. We had, I think, more golf carts and things than we've ever had before. So, I heard them running up and back and saw things like that. Um, and I think we made some really good decisions around um seating for families, especially with mobility issues and things like that. So, a lot of good positive um feedback that evening, but thank you to to all of the everybody that was there that evening. And congratulations to our graduates. I mean, as I sat there and watched my final graduation, and I think that the most telling moment is when we had kids stand for the the number of uh college courses they took and as they were standing up, the number that has changed uh just since my first year to the to the ninth year
008is pretty amazing what our kids are doing, what they're involved in. Um it was just a really special evening and I look forward to to uh where those numbers go well into the future with all of the different choices and decisions that kids are making. So, just a great evening all around and I just wanted to extend that. I took an extra 45 minutes after graduation. I just stood and took it in and and was down by the fence and the number of families um who came over and just expressed their appreciation for just a great evening and the experience of their kids was really telling. It was a great way to get some closure but also to experience what kids and families were seeing half hour afterwards after that emotion and it was just
009a great evening. Um so, uh and beautiful weather. and perfect weather. Uh not too hot, not too cold, just right. The wind even went down. So, it was a great evening. So, with that, we'll move into our reports. Um this evening, our code of conduct review. We're going to have uh Mr. Hendrickson, you're going to do an overview for the team, please. So, you all have uh a copy of the new code of conduct. Well, the same code of conduct with a few revisions. So, a couple of things that uh as we went through the process here this year and took a look uh it was reviewed by our stakeholder groups uh our students, our staff, uh parent input uh and all of those recommendations were considered and looked at. Um some of the things
010some of the areas that are recommended revisions going forward. Section seven is looking at the academic misconduct part and how we use um AI uh in schools as a tool, not as an operation for for cheating or shortcutting. Um and then section five is looking at the dignity for all students act and how we will continue to provide professional development to better understand how how that works uh for our staff, our students and our families. um specific student feedback that we got from them. Uh our kids, they actually really dug into this at our uh student advisory. They they took a look at the code. They liked the way that the the way it was structured and the way that progressive discipline was laid out. They had a better understanding of what that looked like
011and how that would work for them and and their peers. Um, and they also wanted to make sure that we continue to include this is their their language. They wanted to make sure that we continue to appreciate and understand restorative practices for building their community. When when there is something that's done wrong, how do we fix that and not just punish that? That was something that they felt strongly about. um staff folks wanted to make sure again that PD um and understanding how progressive discipline works and how we're managing um behaviors, how that's uh identified in the code of conduct and how we will continue to support our students through the use of the code of conduct. Um and that idea of progressive discipline and then individual student discipline as it's kind of outlined within
012the code of conduct. um things for us to look at going into the future, making sure that we have culturally responsive, trauma-informed practices, restorative practices. That idea of not just proactively teaching kids what we expect of them, but then once something happens, being able to restore and build back to what we need. um looking at this summer we're going to start we've historically always had our culture team and our school improvement teams kind of function separately together throughout the summer and this year we're going to try and merge those a little bit. So as part of our culture team which is the the group that's really responsible for uh kind of looking at the code of conduct and reviewing it. We're going to look at the behavior solutions workshop this summer. So, we have quite
013a few staff um 40ome that are attending um and hopefully we'll be able to look at our tier one practices and make sure they line up across our six buildings. Um the other thing we're looking at uh with the New York the new New York state law with cell phone policy, how we're going to outline our current policy and update that and how that fits into the code of conduct as well. Um so then the final steps, one of the things that a lot of the stakeholders but the kids really appreciated too was not only once we've approved this at the next meeting but um and distributed, posted it, but then coming up with more of a plain language version of this, something that's a little bit more digestible by folks so they can look
014at it and kind of better understand the the language and the expectations of the code of conduct in in kind of a simpler reference version. We'll still have obviously we'll still have this version which is the the legal version but then if I want to look something up and just understand policy at a glance having something like that for our families and our kids to be able to to look at. I think one of the things we're going to do is work with um Alex from city for PR adding some more flow charts and craft graphics in here to make it more clear how everything relates as well and some more pictures in here so it's not um more friendly to read and understand. That's one of our goals that we also will the board
015be giving an advanced copy of it of the of the of the final one we're going to vote on on the on the 8th. Yes. So that that's what you have here. There is um we'll get you an updated version because we did find a typo that we'll send you. So um so this one has all the recommendations. This has all the all the changes in it there. Again, page 25 is where the typo is. So, we'll send you one. It's It's a a piece that got omitted that that page. You don't have to print the whole thing off. So, we can reprint your page 25 that so we don't have to kill a tree on the way. Um, and that was just an omission somehow that got left out. It's none of the language
016there changed. It was just it's staying the same. It just didn't make it to this copy. Um, but again, the the actual revisions are outlined in the document that you have in front of you with section seven and five. And then everything else is pretty much saying the same. Okay. And it's the same kind of format that it's always back. Quick question from the policy end. Uh if we make the changes to the cell phone thing, which we're going to have to do with the policy anyway because of the law, do we then have to vote for the changes to the code of conduct so it aligns with the policy? The processing is my guess is we would amend that. So we'll we'll approve the code and then we can have an amendment at a
017board meeting to say we're going to amend that the policy thing. Then we'd have the documentation on file, you know, because the state they'll be able to see that we made the amendment. The other piece that the policy uh team talked about is we're going to review that policy on an annual basis. There's going to be a section in there. But the other piece I recommended last night was that a couple months into this, maybe at midyear point, like January, have a really good litmus test on how is it going after three to four months of school and what needs to be adjusted because it's a pretty significant change um for school districts across the state of New York. Get ready, Doug. It's coming. So, just a really quick question. Is there um you you
018might have already answered this before. maybe point me in the right direction because I don't remember or if we haven't discussed it, maybe we could get a copy of um who's on who represents the district school culture team, how many people are on it, um all these different teams that are part of the annual review cycle and how and who what students are comprised for the student advisory committee, how many students, how many per grade level and stuff. So I can I can tell you quickly but I can also get you a list of of that. So I would Yeah. The school culture advisory team is fifth grade through 12th grade. Yep. And there is uh there are four representatives for each grade level. So there are 16 at GRB, eight at the junior high,
019and then two from each of the elementary buildings. How are they chosen? uh they're usually associated affiliated with the student um senate or student congress in each building, but they're also uh chosen by their peers or their teachers recommendations. Okay. Um, so that was a school culture. Culture 15. Yep. And then did you say 15 15 is that what you said? Would be fifth grade through 12th grade for each grade level. For each grade. Okay. So 32 for each grade level. Um the Thank you for being patient. School district culture team. So that is representative uh representatives from each building and that includes typically at the district level it is the building coach and the principal um and then each building has its own school culture team that's comprised of representatives from the building. Are
020there different um building coaches or is there just one represent what's a building coach because we have different coaches. So the what's that PBIS coach? It's the PBIS coach. So it's a facilitator position uh paid stipen position for them to do the PBIS coaching which is now culture and building level school culture teams and then the um student advisory committee. That's the Is that is that the same thing as the district district school culture? The district culture. That's the one that I'm talking about. And then there are building level student congress teams that review this as well. So each building has has its own affiliated like student congress. Student. Okay. And you just like run through it and they're just educated about it. And then what do they do? Just vote on it. So talk
021about they they don't vote on it. They they typically have questions about specific areas within the code of conduct like they want to know more about this like um I know with the with the district level we talked about scenarios. How how would you respond? How do you think the principal should respond? And they walk through like what does progressive discipline look like? What is the situation? What do you what do you consider? Um so the kids had a better understanding of of how all this kind of works together. And then they look at the black and white parts of of the code of conduct. And then they kind of have discussions about the gray parts and and how would you make it, you know, how do how does what makes it progressive? What does
022that look like? What's what are all the considerations that come into that? Um they also look, of course, they're always interested in things like dress code and cell phone policies. So those are the big big ticket items for them when they want to discuss. You typically don't line by line it or page by page if they want to talk about discipline and stuff. Yep. And so for the high school um especially, you know, discipline as you get older, discipline is just a bigger concern, bigger bigger problems. Um what what what does that conversation look like? Because I I feel like a lot of these the representatives on the committees might not even know what discipline is. Like they've never even been to the principal's office. So I'm just wondering how how do you come how
023did they know like progressive discipline? So you know what I mean? Part part of the choice is it's not just it's not just kids who have never experienced some of those things. It's sometimes choosing kids who have a voice and who will bring that ability to speak up and say like yeah I used to get in some trouble and this is what happened or this is how I turned myself around and this is why this worked or this didn't. Um, so it probably isn't it never is as representative as we would like, but it's it's pretty reflective of some of our our folks who are um not just grades top of the class, but kids who other kids see as leaders and who will speak up and and kind of get out and talk to
024them. Um, it's it's something that we talk about. How do we how do we get this information out so more people understand it? Because I think after that group has that discussion and they have the time to do it, they have a better understanding of. So then what does it look like, if we do it during advisory, if we do it during times during the year where we can actually dig into this um how does that look? So that's something that the kids actually reflect on and go part of their homework with this is to go out and talk to their peers and find out from people and part of the people who the reason they get um selected is that they're willing to go out and talk and the amount peace for their peers.
025And I've just um I know that everybody's been working so hard on the restorative piece and I'm not saying it's not working. I'm not saying that it is working. Um the general um vibe I'm getting from at least the older population of students is the restorative um piece. They're feeling like they're thinking, the kids that I have talked to, that the problem the the students who who are causing problems in school, um will continue to cause problems in school because there are no repercussions there. There is no consequence. And so I guess I'm just really trying to have a I'm having a hard time. I'm trying to I'm having a hard time connecting how it's working when I'm hearing the exact opposite. So I think when you consider the way that this this is written,
026it's written in that the PBI is kind of tier three model. Uh and the code of conduct really talks about how we start at tier one for all kids and then how we work through small groups where there's where there's areas that we want to target and then individuals. Um it it really it's purposeful that the idea is culture. Um and and when you go back to our strategic coherence plan, that outside circle is culture. That culture of like what we look at, what we see um and that being reflected is it perfect by no means. And that idea of um proactive and and reactive, right? The the proactive is is the teaching, the the restorative is the reactive part. like how do we not just look at the punitive for the consequences but then
027how do we restore the relationship right so if we're going to suspend a student how do we then bring them back in and get them successful when they come back in because it's not just about sending them on their way we have to help them to get functional again and that's something that the kids have discussion about and look at um and trying to understand the systems that we put in place to support the kids um I think a lot of our discipline at at the secondary level again it's getting better it's not where we want it necessarily and um the kids recognize that, the staff recognizes that, we recognize that, too. So, I think a big part of this is is to understand that and then have them go out and say like if
028you want to do this, how do how do we fix it and make it better? Because um as as it's outlined in here, it's not just about restorative. It's about what are the what are the consequences when you break the code of conduct and what do we look at? What do we consider when a student has to go see Brian? What does that look like? When a student has to go to the principal, what does that look like? when there's in-class kind of behaviors or issues that get in the way, what does that look like? So, um, in depth, y tell me if I'm wrong here, but I imagine some of the kids that you get in that group for your students for the culture are some of the same ones that'll say like I
029feel like, you know, it this isn't doing you're getting that feedback, I would assume, which is why, you know, pushing those areas and trying to expand knowing we have some gaps, but knowing the areas, too, because they are some of those steamed students that are noticing that from the sidelines. Maybe they're not directly involved, but like you said, we have a wide variety of students in those groups. I remember when I did the Americanore Atlantigan, how they did go through in each of the classrooms and pick the representatives and how that was all done. And I think it is good because you're getting more people, you know, not always, you know, it's not always the straight a person who, you know, the class really feels can communicate those different things and the others feel comfortable,
030you know, go reaching out to. So, am I in the right ballpark with that? You are. Um, and I mean I think of specific kids who might be a little bit uh of an itch once in a while and uh they they are good at helping point out some of the areas that that need the scratching um because of that. So I think to your point, Tim, that's part of the the nice thing about this is we're trying to continue to build it to be representative of our kids. It's not it's not just a let's put this together to to rubber stamp it. it's let's have some discussion and make this better because ultimately and the kids understand this it's their school right they want it to function a certain way but they also have
031kids have a ton of empathy and understanding for each other and are willing to look at at each other and say okay you messed up this is how we're going to make it better so they understand that's part of the code of conduct too is like we're going to acknowledge that you messed up but we're going to make it better and one of the go ahead I was saying one of the clearest signs so going back to the plain language one, adding more visuals with it and a real um description of all the consequences and the layout of it. So that restorative piece might be only one portion of it, but there's layers of that. So is that communicated for everyone to understand? That's probably not as clear in this. So I think that's one
032of our goals. We've been researching a lot of other districts how what theirs looks like. That's something we're going to definitely work on this summer because the point they might not quite understand that there's multiple layers to what Do you think the staff um feels heard? I think that's a really big part of it too is we like all the teacher burnout and we've had we've had sort of big turnover with our teachers leaving and for the reasons that they're leaving. I'm not sure, you know, but do you think that the teachers feel heard? Do you think that they are following the code of conduct? Do you think that we're consistent with it? Are we are we I know that you guys work tire tirelessly at this but these are these are like so important
033concerns especially since we're you know looking at it. Yep. I think probably the best way to answer that question. We talked about the the culture circle, that red circle there. Like the next one in the white one is the systems, right? That's how our adults respond, how our adults enforce, whether it's administrative, teacher, any adults that we're dealing with. And that's the part that we have more control over, right? We we can put the systems in place that help control what our kids are. And part of that is making sure that people have a voice and feel heard. Um do you feel like it's that that piece is um working? Do you feel like teachers and administration is being held accountable um for student discipline? Are we are we are we all on the same
034page here? Most of the time most of the time I'm hearing I'm and I'm not I I don't know what goes on in the school. I I don't but I'm hearing it is very it just depends on who you have what teacher it is that that's where the system part comes in place right so it shouldn't matter it shouldn't matter if my student if my child is in 10th grade it shouldn't matter who they have for social studies or who they have for English you know the same expectations are the same expectations being followed so that's what we aspire to to be that's where we want to be and I think when we have those discussions where you you ask our people heard Um, one of the things that we kind of had some discussions
035around was is it safe to speak up here? So, part of being heard is being okay with having disagreements. You feel one way, I feel another. We can have a discussion and land on, okay, let's move forward and and figure out what we can do to be better. So, I think that's important, Jeff pointing that out, is that, you know, there's a difference between being heard and not being taken into account. And I think sometimes, you know, and I can definitely say I'm one of the people. Unrealistic expectations, you know, I'm an idealist. I would like a lot of things. I But, you know, when you look at actually what's possible, what's legal, what we can actually do and what and ultimately is best for our kids, you know, the the minutia gets tied up
036in there. But I do think, you know, I I'm not going to retaliate against somebody who tells me this thing's messed up. Normally I try to sit behind the scenes and look into it and kind of ask pointed questions and I hope people do feel you know confident you know what whoever it is in their chain of command that they can reach out because you know this the only way we get the feedback it doesn't mean something's going to change overnight but we are you know I know at least from our perspective as a board we're always talking about you know one why does this keep happening why is it not changing or b if it is changing why is it not perceiving that way so I just think that's a big thing and you
037know continue if if you don't feel hurt you know continue to speak out because you know our ears are open and we are trying to listen and add what we can from what you're giving us into what we're doing. It's a good point and and sometimes just being the loudest doesn't mean you're the most. So we do we do surveys twice a year where we we have our staff give us feedback on what what they feel and our numbers show that to to answer your question a majority of our staff do feel hard. um there are some that don't and that's like when when you go back to our our survey results and kind of the summary of what we see and what we want to do going forward. That's one of those things. How
038do we target some of those people who don't feel heard and make sure that they do or at least have a voice that they can share because um again our numbers show a majority of them do but you know we want to get it so everyone does and what we're doing flex with consistency and accountability for following what we do already have in place. I feel like we change change and we add add but sometimes we're overlooking the simplicity of what needs to happen on a day-to-day basis and be held you know accountable and we know from our work that started our strategic finance plans Michael Fulen's work is accountability one of the keys is to make people accountable not hold people accountable because if you hold the people accountable it's it's on you but
039if you make people accountable it's on them so both for our students and our staff how do we make them accountable to to uphold themselves and each other to to this as well. That's not to say that we don't all have a job like administratively to to make sure people are doing what they need to be doing. But I I think one of the keys with with building that culture is making sure that we have a culture where we can make people accountable and ultimately they're accountable to our kids and they're learning. So if there are things that get in the way that are identified in the code of conduct, then we have to uh we have to follow it and make sure that we're doing what's best for the whole. Again, going back to
040that tier one, tier 2, tier three and considering all those things along the way. I appreciate this discussion very much. Um, I just it just as a parent and as somebody who's been in the district for a while, um, I'm just I I'm hoping that we can get back to a more simplistic way and have very a specific goal, not a not a broad goal that we're talking about that is unattainable, you know, in in 6 months time, but you grow from reaching goals. goals and how are we going to do that and make sure that everybody is on the same page? How are we going to grow? Like I I have this like who's going to am I going to sit through here and I'm going to read every single word? No, I'm going
041to glance through it, you know, and what problems exist? We all we we know the problems that exist. So, what are we going to do, you know, simply to move forward and be consistent? Can I can I ask a question? How if I understood you right, you said that um the behavior has gotten better, not where we want it to be, but it's improved. Where is that compared? Is that throughout the year? Like compared beginning of the year to the end of the year or is it after the last couple years or depends on where you know I mean I'm happier at the end of the year if I was in school. I'd be a happier person. So, I think when you consider all those things, there's a qualitative part and a quantitative part, right?
042There's the numbers and what the numbers tell you, but there's also a feel and what what what it feels like. Um, and I think it feels better in some places and it doesn't feel quite right yet. To Jen's point, it doesn't feel quite right in some places. So, there are areas and the other thing is we know um things continue to change. um you know the the part that we talk about with AI in here, how how kids have access to information is different than it was even 3 4 years ago. So looking at how how we access information, how we use it, how we're promoting critical thinking. Um what school is going to look like going forward is a big part of this as well. Not what it was, but what it needs to
043look like in order to get our kids ready. And and part of that our our 5-year plan is is around the portion of a graduate. So, what do we need to do to get our kids ready and give them the tools that they need? Part of that is the soft skills. We keep hearing that from from the folks that that we send our graduates to. Like, we need to make sure that they're able to function in the world, not just be able to solve a math problem or or finish a regent, but they need to be able to function with their peers and and deal with and understand the world around them. So, those are all considerations for all this. So we can get very philosophical so I won't u but I think um to
044go back to your question a lot of it does come back to culture and the culture we want to create. We know it takes 3 to 5 years to get a culture where we want it to go to make that change. So, I'm hopeful that goals, you mentioned goal setting, that's that's the big driver for our strategic plan is how do we how do we build that culture of goal setting for our folks with this and hopefully this the code of conduct isn't the driver, but it's the supporter of that like it allows it's our rule book. And that's what I appreciate. Was it I don't know if it was two or four weeks ago, we kind of broke from that model of like we're teaching our kids how to goal set and saying realistic
045expectations. We're not going for 100% attendance any we're going for realistic growth and it's realizing 3 to 5% growth per year is realistic doable and different things and so I did appreciate that piece when we discussed strategic coherence plan before cuz I think that is the right approach is to say you know how are we going to show growth that we are taking on these issues and that those things are getting better and not just a way to fight the numbers because you can make a numbers say anything but again that qualitative feeling of things do look brighter than they were before. And I appreciate that, Tim, so much because I think what it all comes down to like in my mind and it's helped having this discussion is is that point. How are we
046going to show growth? How are we going to go show growth in what? There's so many things to show growth in. So how are we going to and what are we going to prioritize in this code of conduct to make sure that ensure that all kids are learning all kids are where they should be during the day and all kids are able to learn in an environment that's conducive to learning without you know the distractions and I think um and I'm only speaking to myself but from what I have heard that is that's that's the big thing how how are we going to make sure that all kids are learning in a conducive environment without the distractions that are taking place. So that means in my mind prioritizing certain parts of this and it's looking
047at those things and building the system around. It's not pockets, right? But it's just it just seems like we're so we're so broad. So I think if you look at the um the plans that we made care they um we analyzed all the surveys we interviewed the students and parents and they said structures and routines consistent structures and routines. So that's what we targeted small was what are the consistent structures and routines starting off first with classroom structures and routines and then going into academic what are the consistent routines for introducing vocabulary for introducing writing um what are the anchor charts that are saying um students thrive in predictable structured settings that when they go from room to room they shouldn't have to learn a new set of rules so what's consistent that are our
048expectations so that's one of the goals that um this summer that we're going to work on we have outlined in those plans and then this summer we're really going to work through those. Um, so how are we going to communicate those? How are we going to check that we're following through on them? Um, so that's the small piece that we're going to sort. The feedback that I get from community members and that I see myself personally is our elementary schools are thriving. We see a difference and we pay a lot of attention and they are growing, they are learning and they are thriving. But where we are failing right now or where we need the where the biggest gaps are are in the high school number one. Middle school's gotten better, but there are still
049real big gaps. So the high school is like the the big I mean bigger kids, bigger problems, bigger situations, you know, and the consistency and the prioritizing is is hard for people to see, I guess. So for this, for our school improvement grants, for that, we've been inviting folks. So those people that are coming and buzzing in your ear, send them our way. We need to hear from them because if it's just talk and complaining, but we know that it's not talk and complaining. I mean, we see it. You know, we can do we can do better. We can do a better job like with the goal setting. I I I asked my old own kids, what are we doing in goal setting in high school? Nothing. What do you do in guided study hall?
050Nothing. you know, and they're are they saying the truth? I don't know. They're they're young kids. Kids don't say the truth all the time. They they see things differently through different lessons, right? You know, so I mean I I go by what my own kids say, what my friends say, and what I'm hearing, you know, from certain groups. It's not, you know, and they're not doing what we're hearing that they're doing. And whether it's true, I'm not sure, you know. So, I don't I I don't I don't have the answer for it, but So, I just want to I just think it's a problem. Jump in and and second what Mrs. Mainville is saying on several points. Um I also have secondary students. Um you know, when we talk about things as mature practices, they
051also ch it up as it's kind of a joke. It's a running joke that these kids aren't getting in trouble and their behaviors. Um, I also have elementary students who are like, "Well, yep, little Johnny got sent out of classroom for, you know, the hundth time today." Or he's running through the hall screaming. It's a common practice in our schools. Um, I have sat here for the last 18 months after being on the subcommittee for the safety the safety subcommittee and talking about the violence in the workplace and things like that and asked for the last 18 months about our protocol about notifying families when we clear classrooms and when our children's education is interrupted. and I've been dismissed this entire time for the last 18 months because our families should know when a protocol
052or you know when their child's education system has been interrupted. Um I agree with Mrs. Manville that teachers often feel dismissed. I've talked to teachers myself who say that it's not safe to speak up here. We've seen survey data from the FTA saying this the same type of information that they're they're not feeling heard or they're not feeling dismissed. I've talked to teachers who've worked in this district for decades who've experienced violence in the workforce and refuse to fill out a violence in the workforce form because they're afraid of not getting a promotion or a summer position or whatever it is that they're they're going for or being tenured. They don't want to be seen as the problem and so they're not filling out those forms. So I like Mrs. PL said, what is this
053data showing? Is it showing referral fatigue or is it really showing improvements? Again, I hear that a lot from staff, too, that they're not putting in referrals anymore because nothing gets done. I can speak about myself when we were tasked with, you know, doing our new superintendent search and the board's number one concern was these behaviors and what we want to do moving forward in the future. Um, it was very clear to us what the d direction of the board and the district wanted to do moving forward. So I think with this information we really need the board needs to digest it and then give our administration the feedback of what we foresee for the future. Um because again the behaviors and the discipline was our number one concern. It's the number one thing we
054hear in our community from our families from our staff from our students. Um at some point my personal opinion is this restorative practices is not working and so we need to pivot to either change it or be more consistent with it. But that's what we're doing. And like Mrs. Mandel said, when we're talking about growth, we're talking about growth in behaviors, but our job is to educate and we want to see growth in our education system and these behaviors are getting in the way. So like Mrs. Mainville, like Mrs. F, we're hearing different things in the community that this isn't as effective as we had hoped for. So I think that this is needs to be a bigger discussion of how we should move forward in the future with these type of policies and in
055the code of conduct itself and maybe with um a focus on secondary like that like I said like the the elementary really I don't I don't I don't hear a lot and maybe that is just because my kids are not in the elementary school anymore but um the high school I just it's it's the you know, we're working, but we haven't gotten there yet. So, how are we going to get there, I guess, is the underlying question. And I guess for me as a question, and I don't what does there look like and you know, Jen and B your situations, I guess, a conducive learning environment for all students. So I guess you know when we're talking about not just pointing out the problems but problem solving from our end you know we do have
056sometimes the same kid ending up running through the hallways you know what are we going to change to do necessarily different in the situation to get that and I guess those are the questions I I want to look at as the board is you know we know these things happen these things are real they you know they don't just happen in school people all you know outside of school as Well, you know, there are different needs. There are different things going on in the community and everything. So, I definitely think this is a good conversation to have, but I want to make sure we're putting up the specific examples of like, you know, so and so did XYZ and here's what came out of it and so and so is still doing So I think
057we should do this within the constraints and legal system that we have cuz I I do want to make sure that we are providing that feedback as well cuz I know sometimes it's easy to say it it's not working when when something doesn't look perfect but I think also real stepping into that role and saying you know us as leaders in the community saying you know what do we want to see different that's going to get that result. So, I just want to make sure we're looking at that piece as well as the board. And that's and I think that's a a big part of the consistency of using our code of conduct, our broad code of conduct, and what we're going to focus on to make sure that all of our students are learning
058in a positive, conducive environment and getting the most out of our school day is basically the ultimate goal. Where are where are our students during the school day? Are they actually in class or are they somewhere else? you know, I mean that's the consistency and the accountability. So, how do we move forward? And any update you can give us on where we're going. If anything changes, you know, what your culture teams are looking at, different things that, you know, the board's asking for, just please, you know, pop those out to us so that we can know where you're going from that in these discussions because it is good to have these discussions. Um, I just want to talk about too uh the the DASA coordinators. This is definitely our updated version of DASA. Yes. Yes.
059Okay. Um, and this will step away just a little bit from this. I know that uh we've had community members who um it's good for them to know that the DASA information is in our code of conduct which will be on the web site as well. Um it should be on the website on the website and so if that can just we can make sure that that matches. Um, and also I know Mr. Pino that you had talked about um in the past with us that uh there's going to be a little more training for our DSA coordinator. That was on the memo that Jeff went through talking about investments with our principles as well going. And so I just wanted to reiterate that for our community members that were asking those questions. And then
060my only other question about the uh uh our visitors, our parents and our community members that come into school. we have had in the past with uh you know safety concerns um for any new staff maybe a revisit for staff that are there so that we can be consistent in all buildings. I mean I know that we talk about our different safety protocols with each member but with the new school year coming up just I just wanted to you know throw that out there uh because I did have some uh community members ask me if you know we're going to be doing the same types of things with the ID and checking in different things. Um, so just wanted to throw that out there for you guys. I know that it's in here. Um, just
061so the community knows that they can go and look and that it's in here and you know the consistency piece that we talk about. So, and that's a huge part I think with um the code of conduct that's basically where a lot of this this um behav the behavior starts. The training for the DASA coordinators is it's so it's fantastic like we should always train. We should always be lifelong learners. But training for teachers um for DASA also I feel is just as important because I mean being in education for 27 years being being bullied is a lot different now than when I was in when I was in school. I can sit there and call somebody, you know, you're ugly, you're fat, you're ugly, you're fat, and that would not be bullying. They're just
062in middle school, you're just in high school. That is not considered bullying. So what is considered bullying? What is what exactly do I report? what what exactly what what is the line that I cross as an educator? Do does a student have to cross before I actually report something and and then do we get out of and that's how things get out of control. Like I just we just had an incident in Phoenix, you know, a kid constantly the same behavior. You're you're in someone's face. You're in someone's face. You're in someone's face. Stop it. Stop it. I don't want you to act this way. You're not They're not stopping. They haven't stopped. We've been trying to stop them the whole entire year and the kid gets punched in the face. Glasses broke, you know?
063I mean, like what I what are you going to do? And our DASA um all of our teachers, they get DASA training in our our PD at the beginning of the year. Is there other uh opportunities throughout the year where they're also getting updated DASA training as well? Just like in just in faculty meetings, like just little simple things like that. just little goals at at one faculty meeting per month, we are going to go over something DASIA related having to do with, you know, bullying. Jeeoff, that's not nice. I saw that. You know what I mean? Like being at like our faculty agendas, they do. Yeah. Just one of one of the things that Tammy and I have talked about, we had some great conversations. Brenda was also a part of of some conversations
064this spring around DASA um around some complaints and things that we had. All of those things and and you see it in the memorandum of what we're going to be doing. Also part of that is going to be ongoing monthly 5 to 10 minutes vignettes at their staff meetings going exactly what we're talking about because I think it is and and it is a increasing issue from the standpoint that the the social media aspect has improved this year. I haven't had as many hearings. Last year was I kept track last year was eight out of every 10 hearings and we had 70 something last year. Um we had eight out of every 10 had some social media presence. This year out of 154 as of last week, we've had about two out of every 10
065have a social media component, which is a good thing, meaning they're not doing a lot of that type of texting or the different kinds of things they're doing on on on the different forms of social media that they have. So, it's an improving piece, but I think you're you're correct. A lot of those things come dumping into schools there. Then you have the components around DASA, repeated behaviors towards kids. And I think those are the things that that Tammy Sheldon and I have been talking about and we talked about and building in. You see those outlined part of that in the in the DASA component of the memorandum that we have. But there's also going to be an ongoing component because DASA is a living thing. And so it needs to you can't just do
066a DASA one training a year for the hour. You really need to come back to that and do ongoing pieces. And I I would say using examples from your school or another school in the in the in your district. And what we're doing in our administrative meetings, I don't know if that'll you know, one of the things we talked about was also bringing those cases to the the bi-weekly administrative meetings and giving an example for 510. Here's what I dealt with last week. Here's how here's the scenario. Here's how we handle. Let's have a brief discussion because I think that's important, too. just like alarms and because that's that's a real life document that you're something should happen around drills you know after a you know a drill goes on talk about how the experience
067was for kids did it work did not what didn't work and this isn't like a bashing at all like session I think for me um it's just it's a rich conversation and an important one to see how we're going to just be better next year for the kids and it's not saying that you're everybody is not doing no job. It's not saying that you're not working your your tails off. Of course, of course you are. Um I don't have the answer. I'd be rich if I did. But those are just, you know, concerns. Thank you. Anything else you want to add? That's all I got. Thank you. Uh next item this evening, the May financial report. Miss Hooper. just connect here and get started. So, briefly, uh, we'll just run through MA's financials, which are
068following the same pattern we've been following over the last several months. So in terms of um revenues and expenditures as compared to 2324 you'll see again uh we're on a similar trajectory. So um as of the end of May we had realized 90% of our revenue that we expect and we had um reached the 85% mark in terms of expenditures and then those numbers broken down as of the end of May the different um portions of our revenue the local portion was uh actually a little over what we had projected um at over 100% uh the state portion at 85% which um since then we have received a June payment and we will the state aid will continue to trickle in um even as late as September we get our final state aid payment for
069the 25 fiscal year. Um and then the federal money that's at 84% is uh money from Medicaid. So that gets us to the 90% of the revenue that we expect to receive. Then in terms of expenditures, um, again, uh, continuing to spend at the rate I would expect with the exception of benefits, um, spending quite a bit faster. Um, we've caught up a bit in the contractual line as well. That's um, up to 92% at the end of May, meaning we still have a month to go and, um, you know, we're we're getting to the point where we've spent almost to to that point. um that we had budgeted for already. Um the inter fund transfer line we did go over a little bit, but I have to say um even though we went over
070by $918, I'm a little proud of that projection. So, I have to project our 20% responsibility for the extended school year um program and I projected 125,000 and our responsibility was 125,918. So, I'll take it. That was pretty close. So, and I I I think I actually gave myself some cushion for next year. So, we should we should come under the the projection for next year. So again, our total expenditures as of the end of May, we're at 85% of our our total budgeted amount at the 88.4 million mark. Um the budget projections as of 531. Again, this um this shows that at this time with the year-to- date expenditures, the incumbrances outstanding, and the available balances, we still had about 2.3 million available. Again, that's a little deceiving. Um with the the available balance
071because I know at that at that time we hadn't received our debt payments. Since then, we have made more debt payments. So when you see the next slide again, it gives uh a better idea of where I think we're going to end up in terms of especially that benefits line um and how that's going to affect the bottom line of our budget. Um we received the the bulk of our debt payments in the month of June. So, where it says we have an available balance where and that's helping to cover some of those negative lines that that's no longer there because um the debt payments are are are things that we know we're going to get. They just the bulk of them come in in mid June. So, um those have since come and the
072money has gone out. So then when I show you just the benefits only and this has been the trend for the last four months that 96800 line of health insurance is um overspending by about 3.3 million. It's been between 3.1 and 3.3 for the last several months. So that is been the area of concern and where I thought we would end up in the overall budget um as we reach the end of the fiscal year and that's where it's trending. questions on the financials. Question about the later in the meeting is the withdrawal amounts from the funds. Mhm. Are those the numbers we originally were predicting for that? Um so are you so I think it's Yeah, that's for this current year. Yep. Then there are other amounts that we are are taking from reserves
073for the 2526. So that's all included in there. Well, no. Um, so the resolution later on is is for this overage for this year. And those are different reserves than we talked about for next year. The reserves for next year that we're drawing from are our retirement reserves, ERS and TRS, which we're doing up front. So those are different reserves than these ones and that's the way you should do it is when you're building the budget. So um you're always good at clarifying case. So those are different reserves and when when you think when you're looking at those numbers they're high that's a high estimate so I don't have to come back and ask again. you know, as we're working through the numbers and you know, when I talk about incumbrances, meaning the money that
074is sort of tied up that we think we're going to spend, we've been working through some of that, especially in the benefits and um it actually looks a bit better than what I just showed you. So, my hope is, you know, we won't need that full amount. Okay, so those are the like projected if we need to spend that, we can, but we're probably not going to hit the the exact I hope not. And obviously anything we don't use will remain in the reserves and that would be what we want to happen. I was going to say those were really wellrounded numbers so I'm glad. Yeah. So good. I talked with um that was in consultation with Mike Debbots with MMB and really you know I'll keep the board updated throughout the summer. We might
075not know the final tally until we're kind of you know in the the grips of the audit with them over the summer. Um, but we had to put a resolution forward at this meeting. So, he kind of helped me with that's why the numbers are so nice and perfectly round. So, it could end up being, you know, 3 million562,392. But, you know, we came up with a round number for the purposes of this. So, that that's the ceiling. That's as high as we can go, but our hope is we certainly won't hope we won't need that much. Are we still in um like are we still in the discussion um mode with the teachers union um concerning healthcare and if we're going to stay as like a singleton or right now we're still going to
076stay with the the program we have. I mean, everything is, I think, on the table, but we're looking into several options with our current program. Um, in terms of things we can put into place. Um, you know, there's there's quite a bit of cost savings out there. Um, just by doing some simple things. We we increased our deductible for our staff loss was one simple thing that Mark and I were able to do and negotiate with them. So, by increasing the deductible, we decreased our premium, so what we have to pay in, and that saved us a couple hundred,000. So, we're kind of chipping away. Um, there was another uh easy cost savings where just um if you're enrolled or if you get a certain prescription, it it just gets mailed from a different company.
077Generic save us $100,000. Yeah. and it doesn't affect the the consumers at all. So, we're still we're still looking into it. It's going to be a slow process, I'm sure. But we're we're slowly trying to find even if it's just chipping away 100,000 here, 200,000 there, any savings will help. Um I think it's important for people out there hearing this that that's to maintain the same level we have now. It is we to maintain the level of um coverage that people have now, but still within our plan. you know, are we are we getting, you know, is is the broker of our plan doing the best they can do for us? You know, is it time to RFP that? We're hesitant to change our plan. We have thousands over how many people, 1200 people on
078our plan, we're hesitant to make changes that are going to affect their the level of service and quality of service. So, we're very careful. Anybody who's been relying on medication or a certain treatment, there potential to lose it or to struggle to get it. So, we're moving slowly and carefully, but we're finding all sorts of other cost-saving mechanisms that might not be as impactful or as quick, but have been saving us money and will save us money next year. And we're still looking into and and I don't know anything about the negotiations with the um with the insurance, but um we're still looking into maybe joining that the larger group and maintaining the same level of care if that's possible. I don't even know if it is possible, but we are still looking into it.
079Yes. Okay. Again, that's something that would have to be negotiated. We're going to be working through next year as well. Okay. So, we're staying the same for next year. For right now, we're staying the same. Same well, same coverage, but we're looking within trying to save within that. And we are we're saving we saved we trimmed off a lot already. Okay. Thank you. Stuff in the fine print. They don't want you to know, right? And like I said, with over a thousand people to worry about, it's really take lightly. All right. question. All right. Before I turn it back over, I just wanted to say a few things. Um, I wanted to thank all of the boards that I have served. I had five boards in the first two years. Many of you were not
080on that board, those boards. Um, that was a lot of change. Um, thank you to every single board member that I have served with since I started in this district, and I've been blessed. I've had a lot of consistency over the years. So, thank you for your service. I want to thank our staff, um, our administrators, and our faculty. I I would say we're second to none. So, thank you to all of our educators that I work with and um I've just been surrounded by so many special people who do some amazing things for kids. So, thank you to everything you've done, our community partners um who've been just really special. I went to something this afternoon uh related to substance um abuse and recovery this afternoon right here in the community. ran into um
081uh Assembly and Barklay and had a great conversation about small cities and uh took advantage of talking about financing. Um but more importantly, it was another service that for our families and our comm and our community and I think we I just wanted to also remind us of of just all the wonderful things that are in place. Sometimes we get focused on the smaller negative things. We've got some amazing things going on here in the district and I'm not going to go through them, but I didn't have a problem putting a list together from early childhood uh impacts from from going from four full day to to 8 full day to all the work that we did around early literacy to the the seals that we have to see that young lady the other night
082that had a triple uh seal of literacy. We had it's an increase from one last year to five students this year, one with a triple. to hear that 91% of our our eighth graders are entering high school with one point towards their seal of civic readiness. The work that we're doing at the high school level with respect to what we're already doing around the portrait of a graduate and preparing our kids through the many different pathways are all of those different things. Our C program for our nutrition, there's many good foundational pieces and you know pieces that we take for granted. We have one of the strongest um behavioral, social, emotional, mental health supports programs in the entire county. And I think that's something that's really important. Things that we're going well beyond, you know,
083to have mental health providers in all of our schools with served by the community, not things that we're paying for, but things that are in our schools. These are the things that we need to build upon, especially with all of the challenges. We have such a wide range of challenges and experiences for our kids. I I just think there's a lot of opportunity here uh you know uh for the future. And then finally um just all of the work that was done around the debt limit with the small cities. You have something in this next project I think to really look forward to. And really, I hope that debt limit comes in the 30s or 40s because that would provide this district something that's never happened in its history, which is get beyond taking care
084of the just basic, you know, um infrastructure kinds of things like HVAC and and our boiler systems and all those kinds and get to what's most important. What do we need to do to adjust in those classrooms? What are the types of classrooms that that what do they need to look like? What needs to be in them? what do they need to to have so that kids can actually problem solve and do what they need to do and collaboratively do the things that the portrait of graduate is going to require to do those capstone projects and all of that. So I think there's some great opportunity and finally I I want to wish Mr. Lawrence um all the success in the world. You're taking the helm of a pretty special place and um have fun
085with it, enjoy it and do great things for our kids and do good things for our kids. you'd always do with the sport has always been that way and always will be and I wish you much success. So, thank you. I got through it. Brian over here. Don't worry. So, the rest of the meeting, Brian, this is good. That's pretty good. Only three minutes. Three minutes. Congratulations to close. Just wait. You know, three minutes. Congratulations. All right. Well, let's move on to action 4.01 01 to accept our financials. Okay, so that was Tim and [Music] Lorie. Okay, I just realized there's only going to be one Tim. Is there any discussion on any of the financials? I know we kind of did a little bit already. So, all those in favor? I opposed. Abstaining passes
086600. Action 4.02. 02 to accept a donation from the Rotary Club of Fulton. Move that. Second. All those in favor? I opposed abstaining. Passes 600. That was for our uh city and school synergy. So, thank you very much for the for that donation from the Rotary Club. Action 4.03 approve the disposal of the surplus property. Move it. Second. All those in favor? I opposed abstaining passes 600 action 4.04 to approve the increase to the 2425 budget move it second all those in favor I opposed abstaining passes 600 action 4.05 05 to approve the transportation contract. Move it. Second. All those in favor? I opposed abstaining. Passes 600. Action 4.06 is to approve the dissolve of the extra classrooms accounts. Move it. Second. All those in favor? I opposed. Staining. Passes 600. Action 4.07 07 is
087to approve the municipal group self- insurance program. Move it. Second. All those in favor? I I opposed abstaining. Passes 600. Action 4.08 is to approve the butler disposal trash and recycling contract. Move it. Second. Okay. Balen. All those in favor? I opposed. Abstaining. Passes 600. Action 5.01. 01 to approve the 2526 district comprehensive improvement plan and school comprehensive education plan. Move. Second. All those in favor? I I opposed abstaining. Passes 600. Action 5.02 is to approve the annual reorganization meeting to July 8th. Second. All those in favor? I opposed abstaining. passes 600. Action 5.03 is to approve the committee on special education. Second Nick and Jen. All those in favor? I I opposed abstaining. Passes 600. Action 6.01 is to approve the policies that we read from last meeting. Move it. Second. All those in
088favor? I opposed. Abstaining. Passes 6 0. I ask one of my colleagues to batch personnel 7.01 to 7.20. Move it. Second. All those in favor? I opposed. Obstaining. Passes 600. Okay. Uh before we start our board forum, um I just wanted to uh start a small discussion with uh my colleagues. We have some some uh decisions that we're going to need to make about some of the um association contracts that uh we are part of um because some of those uh invoices will be starting in July. Um I know that we do NISBA, we do the small city schools, which small city schools seems to be super important uh to us since we are a small city school. NISBA is very helpful with a lot of things. Um we also have uh rural schools. uh
089the Central New York School Boards Association and I know from the meeting that I had with Asiggo County School Board Association, they haven't charged dues since precoid, but they're going to be coming and making presentations in uh the fall. I know that ESGO County School Board does a lot for us. We've over the last year they've put a couple of presentations together for us and they do have some things in the work uh and possible us help with PD day for AI and things. Um, but from what you know, we have to kind of think together as a group. What do we participate in more the most in? I know we had a conversation a couple weeks ago. Do we need to be part of all these groups? Is it uh financially? Um, you know,
090well, for us to participate in the groups that we're not contributing as much to or taking advantage of. Um, I don't know if there's any thoughts or discussion on that. Question. Sure. Do we have those numbers in front of us? Um I have a couple of those numbers in front of us. Uh the rural schools association which I and uh Mr. Dorm can speak on behalf of this too. I I did notice when I attended their conference last year, they had really good training. Um things were really um put together well. It's just we also did those same trainings a few weeks later at the uh NISBO conference. Do you feel that that was accurate, Nick? Okay. Um, so for rural schools, the the due is $850. Um, I'm not sure if we have the
091NISBA dues yet. They usually I think last year they were 10,800, so I would imagine they're a little over 11,000 this year. And we do do a lot with NISBA. NISB uh is constantly sending us information. They do a lot of free webinars for us. We do the convention uh once a year with them. Yeah, they're pivotal in all the advocacy. They're the one they're a very powerful group. They especially um they have supported each one of our agenda items with small cities as well. Been right there for small cities is about is in there too. Um a little over 11 and we get a discount if we pay it before the end of this fiscal year and they do a lot of advocacy for us as well. Right. We can see their dollars just
092from from the just the debt limit change is going to say is going to provide millions and millions of dollars for this district down the road. So, um I do not have what a Wiggle County School Board will be um coming to. They said that it shouldn't be too harsh on school districts, but um they're going to be meeting over the summer and they're going to be putting some things together in the fall to come talk to us. Um the big one is the Central New York School Boards Association for um I'm not sure seems like a lot of our people go to the NISSBA trainings. Um, but I do know that we do have some board members who have uh used Central New York school boards for their trainings when they come on to
093the board. I also know that they work uh with a Swiggo County school boards. Um, but the budget that they have for us right now is $6,800. Um, so those are those are where we're at right now and I think that we just need to kind of think about where we want to go, be financially, you know, responsible. Um, and maybe I mean I know that we've always done these, you know, do we stick with what we've always done? Do we make some changes? So, that's just something I wanted to throw out there to um my colleagues. And if there's any questions, Kate's here. Hopefully, she can help us through some of that. Um, but we all know that what we use and what we do our trainings through. Um, thoughts. I don't have to
094do it right on July 1 either. I can give everybody time. You can hold one question. I although you might have this information when I signed or was voted in for a being a board member the training I did uh it was two online trainings was it through any of these groups and if so which it might have been CNY or NISBA I think it's Nisba Nisba went to the one that I just okay central New York you went to I went to that one yeah so I guess I don't know what my other board members think but I would like to see right now from what we're utilizing looking at the numbers is there anything necessarily you know because we are dealing with you know looking fiscally at this you know not you know
095if we wanted to we'd want to have it all but we don't get that luxury always is the CNY something is there something we get from there that we couldn't get from the other ones we're subscribed to and I That would be the information I would want to know just so if we can do our trainings, if we can go to PD things that cover the areas and everything and I think like we discussed NISBA and small cities are definitely essential for us that you know that would be something I'd just like to look into because again it is in the thousands that that would be the one I'd want to look at first if you guys agree. I I agree along with that like same Tim if we're getting the same um sort of
096thing out of um NISPA with um we have Nisba are we getting do we need the CNY and do we need the rule I say that it's like the cinnamon yeah I'm with you on bigger number bigger vers and and some of those um people who do different trainings and come to the conferences from rural school they're the same people. They actually work for NISSBA, so they're working for both and they come in and they, you know, so that I think is why sometimes we see the same um things at the the convention in the fall. So, yeah, I mean that's something definitely worth having a little bit of more discussion about and if you can get us some information in the, you know, weekly update or so we can kind of Yeah, I'll do
097some research and see if I can compare what the two offer. Okay, we appreciate that. Thank you. Yes, thank you. All righty then. So, what we're going to end up doing is starting with Miss Paul. Well, first and foremost, I'd like to thank Brian for everything he's done. I seem somebody over the last year that's put their heart and soul into everything you've done. And thank you for making me feel so welcome and I wish you the best of luck in everything you do. Miss Mayel. Yes, Brian. Um, I can't I can't imagine being you, the sleepless nights because you truly honestly with all of your heart care about this community and our kids. And you have to be blind not to be able to see that and feel it. And I think everybody here
098in some way, shape or form you have touched because of your dedication and your true passion for Fulton. Um, thank you for being patient with us, um, for teaching us and leading us fearlessly. We've been through some rough times and I will be forever grateful for the knowledge and um what you have taught me just to become a better patient person. So you'll always be an educator. Y love your love your retirement. I hope you can find some peace and actually relax sleep. It might it might take it might take you a little while to get used to, right? But you you definitely deserve it. So, thank you for everything you've done for me, for Colton, and for our kids and community. Thank you. Thank you. You can turn that on. Okay, Mrs. Hutchinson. Um,
099yes. So, I just wanted to say um congratulations to all our graduates who graduated um on Friday. It was a perfect day for the ceremony. The weather held out nice. The families turned out great. It was a wonderful ceremony. Um, also to our junior high students, um, and that did the synergy project over at K Landing, that turned out amazing. Um, they did a wonderful job there. Thank you to our community and all of the partners and support we got um, and donations for that. We had so much um, we're so lucky to live in a community that comes out and supports us. Um, and then lastly, Mr. Palino, like our my colleagues said, um you have worked tire tirelessly for this district, days, nights, weekends. Um it is admirable um to say the least
100to see the dedication that you've given to our district to see you um at all the events rain or shine hot or cold you are there to support our students and support our community. Um so I wish you the best in retirement. Nobody deserves retirement more than I can think of than you at this point. Um, and so I hope you really enjoy the time with um, your loved ones and your family. Thank you, Mr. Connors. I think I want to sum it up like this, Brian. Thank you for always accepting my calls at any time when I call, but also thank you for not calling me at all the time on a snowy morning. You're welcome. I appreciate, you know, the work we've been able to do together. And I feel like, you know,
101no matter what, you know, you've always agreed with me on, we always keep the kids at the front. And I think that's how we need to lead, you know, wherever we are when it involves the children of our community. Uh, in addition, I'd like to, you know, say to fellow Tim, you know, thank you for your service. You know, you've been on the entire time I've been on, and it's going to be different with you not here, but I believe this would have been the last meeting. So again, congratulations. I hope you enjoy board retirement even though you might not stay in it for too long, but I hope you enjoy it while you have it. And I think he's joining us at the next meeting, too. So Oh, he is. Okay. Yeah. Yeah. So
102that's that'll be nice. Uh anything else, Mr. I'm good. All right, Mr. Doram. Brian, it's been six years that I've known you. Uh we've had some good times down in New York. Go ahead. I want you to remember we'll always have New York. And you will always have a god. That guy. Always have a go. I always have a guy. That's right. Uh yeah, you're you're I I think that uh who's the guy on channel 9 weather? John. Is he Is he the guy that Yeah, he's our guy. Yeah, I I think he gets his North Country forecast from you. I think you're up before he is. So, I'm sure he's going to look He appreciated that. Um, like everyone else said, I don't I don't know if there's a function that you haven't attended.
103If it what if you didn't, it was for a good reason. Um, so I appreciate everybody. [Music] All right. Uh, I wanted to just again, like, uh, Mrs. Hutchinson said, just congratulate all of our graduates and their families. It was an absolute privilege to celebrate with them on Friday night. Um, and I, you know, I'm glad that there was no rain and it wasn't 95 degrees last week. So, that that was great. Um, our proud to be a champions are they are they do they all know who they are? They all know who they are now. We have one left um that should be out on Thursday. So, champion of the year. So, so, so they all know. So we can congratulate Cindy, Chelsea, and Gina and add them to our wall of fame up
104there. Uh so I I that's our last champions for the year. That is it. That is wonderful. Um let's see. We already talked about that. Brian, it's been eight years. Um many phone calls. Sometimes I have gotten that phone call at the four o'clock in the morning. Um so you maybe you could have called Tim but you know you shared the wealth with the rest of the colleagues but uh I appreciate everything that you have done. Um I feel like we have grown because you were only on a year before I I came on and um many board members have come and gone and I feel like we have all worked very well together to do our best with you for our district. Um, like Nick said, uh, we'll have New York and Rochester and
105Buffalo. Uh, and and and we appreciate you being our uncle Brian. So, uh, thank you for taking us on, you know, all of those, uh, wonderful conventions and, uh, being part of that with us and working as a team with us. Um, retirements, I always tell you to take a vacation. This is your long lasting vacation. So, enjoy your family. Go visit mom more. Go visit your nephews. enjoy and get some rest because I know you have many sleepless nights. Um I've had quite a few uh community members uh reach out to me this week and maybe they have sent uh things on to you as well. Um you you do you have been seen. People appreciate you being at their kids events whether it's the concerts or the games or you know the academic
106part of it like you are always out there. Um, and I know that my youngest was part of that and you had attended some of his while he was in the district. Um, and that, you know, that whole COVID graduate thing, you helped me get through not having a regular graduation, right? Um, but all of those little things have, you know, made this district stronger and and we appreciate you. With that said, we the board appreciate you very much and thank you and it's right here. Um, Mr. Connors, I took your advice. We have a little soup to nuts in there and we appreciate you. Mr. Um, Crannle wishes that he could be here tonight also to be able to to share his appreciation with you, but just a little something from us. Um, you
107know, you're still going to be a dragon. Yep. Always from afar. And, you know, don't be a stranger stop in to visit once in a while. And, uh, we certainly appreciate all you do. Thank you so much. Thank you everyone. Um, and with that being your last board meeting running with us, I know that you're here in the district with us a little bit longer, so we will see you. Um, but we are also officially officially bringing on Mr. Lawrence next week and he will be taking over the home and uh, you know, we we appreciate that next chapter in our life as well. So, so welcome aboard. Thank you. All right. Anybody wishing to speak at our second public forum? Jessica, you'll be speaking with us from now on starting at our next meeting.
108Uh we will be entering a brief executive session. Um so I do need to ask somebody to call that to order. Move that. Second. All those in favor? I I opposed abstaining. passes 6 0. All right. Welcome back. I would like to have somebody move action 7.20. Wait, hold on a second. Where am I at? I'm looking for the adjournment one. There we go. That is all right. 7.20. Um, approval of the ball. Well, Is that correct? That's our adjournment. Just to close the meeting. Yeah. Why is Oh, gotcha. I'm sorry. It has been a long evening. Okay. Who would like to move adjournment? Second. All those in favor? I oppose abstaining. Passes 500. I It's always just said adjournment, so I'm like, what is this new line? All right. Thank you for joining us
109this evening. Have a great night, everybody.