FCSD Board of Education Meeting 6/25/24 @ 6:30P

001e e e good evening Welcome to our meeting tonight I'd like to call this meeting to order can I call Action 1.02 to approve agenda move it second all those in favor I opposed abstaining passes 500 in the event of an emergency tonight and we have to evacuate the building we can move over to the left door six you can go out the main library doors go to either side go right to the doors outside the doors as far away from the building as possible would you please join me for the pledge of [Music] aliance IED Ali flag the United States of America and to Republic which stands one nation under God indivisible [Music] andice not have anybody signed up for public forum this evening like to move action 1.06 approve the June 11th regular

002minute meeting minutes all those in favor I oppos abstaining passes 500 president's report this evening we are just looking at our July meetings our reord meeting will be July 9th we will start at 5: followed by our regular Board of Education meeting and then July 23rd me meeting is tentative the district will let us know if we need to come in and make any um approvals for positions hired so just kind of keep that on your your agenda just in case we need to come in we would know that probably by the 16th through the 17th that week before Wednesday or Thursday so board members would know well in advance if we need to do that okay well thank you and with that we will move on to the superintendent report thank you Mrs Alor

003um well I'd like to just thank all our students and our staff and our families and our parents for a Very Good Year it's hard to believe we've already completed another school year uh 23 24 a lot of great learning experience achievements accomplishments throughout the course of the district um had the opportunity to attend a lot of events things like that the last one I attended was one of the elementary moving up ceremonies yesterday um hundreds of people along lining up in front of one of the elementary schools out in lawn chairs as each of their students came down the sidewalk and were acknowledged um uh for their accomplishments and what they what their what their favorite things were this year and what they're looking forward as they transition to Junior High so it was

004a great uh thing and we also had a number of other uh all the elementary schools did them yesterday uh junior high did an event yesterday so a lot lot of things going on uh and a lot of accomplishments I just wanted tot my appreciation and thanks to everybody that's involved in the educational experience and thank you to the board um for your support and your endeavors throughout the course of the year as well I'd also like to uh uh congratulate Miss papalardo on three years of service she wasn't able to be here this evening but thank you for her service um and what she brought to the board uh lots of different perspectives um and really saw her grow as a board member and going to miss her uh and also Harper Els thank

005you as our student representative um it's hard to believe one year on the board already and I remember last year as a junior you were here quite a bit as well so um thank you for all that you're doing College must be approaching very quickly here in the coming weeks and months right yeah so thank you um you brought a great perspective you shared throughout the course of the Year perspectives of students on some pretty challenging and issues that we were facing so thank you on behalf of uh Fon City School District serving as our our board member I'm sure there'll be others that'll comment afterwards but I wanted to acknowledge so thank you um to both Jess and Harper for all that you've done so thank you so much uh with that we're going

006on to our first item this evening is our strategic coherence plan 2024 29 thank you so on to the next slide there Dr ly thank you our mission vision and values are up there we were not changed we did look at them uh we have spent the last 18 months really working on this uh and you'll see on the next page all of the different components that were involved our data review team we did a lot of data review District coherence Council District joint site based committee Elementary curriculum Council secondary curriculum Council these are the councils have um representatives from all of the schools elementary and the secondary schools that are attendant at those meetings uh professional development committee District school culture committee Title One family advisory School culture student advisory uh building level committees

007we also took the survey responses that we did in the fall and the spring um both years um obviously that this year would have been the fall we just are getting the spring ones in the surveys is closed um you saw the data on those we we are getting over 50% responses from students and staff um we're about 20 25% for parents and families so that's an area we got to continue to work on um in those areas but all of that information then culminated on to the next slide please which results in um Mr Hendon if you could come up we're going to divide this up a little bit and start having some of the new team start expressing and sharing what's going on so Mr Hendrickson welcome good evening everyone I guess I'm

008part of the team h y so a big part of our strategic cerence plan is looking at the framework the three concentric circles uh being culture systems and structures and then uh the learning wellness and life Pathways for the kids kind of being centered on each other sitting together and kind of working together G thank you um New York State came out with the portrait of a graduate these these seven areas are really what we're going to focus on uh within that that Center Circle the student learning piece of that so each of these are treated individually but if you notice kind of the the coloring of the circle is also intentional they kind of bleed into each other and work together those things each one of those seven areas kind of function together to

009create that overall learner so that if you think of our Center Circle that green circle in the middle this is really what it's about this is what New York state is saying we need to focus on these seven areas for our learning Pathways um and that will be the rest the rest of the structur systems and culture that we build will be around this circle in the minute so you can kind of see how that fits within that that middle circle if that helps to look at the part of a graduate and how that fits in our system here in hton okay so the outcomes that we're looking at are School experiences that are relevant engaging Foster a sense of belonging and purpose for every one of our students every student is an Engaged learner

010who's well prepared for their future every member of the school Community feels safe and valued as an essential partner and the school district is innovative proactive and accountable within this those are the four elements the four outcomes that we're looking for within our strategic coherence point that is the very simplifi version of what each of the four elements is so the experiences are relevant students are engaged every member of our school Community is part and essential of what we're doing and we're being Innovative and proactive in what we do and accountable for what we do so the first thing that we did as an administrative team was we looked at how we're going to get the messaging out there this is a big plan there's a lot to it and we wanted to make sure

011that we had the big Ideas uh kind of we're all attacking this from the same angle and looking at those big Ideas uh within this complex framework and trying to simplify the essence of what we're looking at so the idea of three is it's easy to follow it's easier to remember uh it gives us consistent language when we're talking about this so it's a little bit more clear and has people wanting to ask questions and think about how this plane works for them uh and their kids so the first of the three the Strategic C coherence plan is developed are designed to create a shared understanding and Collective commitment to systems and practices that promote high levels of learning and growth for every student so the idea is over this 5year plan it gives us

012guidance in what we need to do for our students learning um where we're going to put our resources and empowering our students and staff ownership over what they're doing in school school isn't happening to them they're happening to school they're working on goals and they're having input and driving what's going on with their learning the second the Fon city school district will prioritize its role as a community centerpiece by enhancing Partnerships to ensure students are well prepared for their future and develop our belief in the power of our impact produce high levels of learning hope for the future and growth for our students in other words getting our kids ready to graduate ready for Life validating their voices working on their goals looking at those pieces uh enhancing our educa educated training so that our

013teachers are supporting our kids in their goals and their learning um and then boosting student engagement so that they want to come to school they're excited to be part of their learning um and again they're happening to the learning instead of the learning just happening to them they're more active rather than passive in their learning and what happens at school the third is that the BT City School District strategic area plan is based on the strengths and needs of its students and provides Direction structure systems and promotes accountable actions that guide the entire School Community to achieve consistent and effective results this is that systems in structures that middle circle this helps to set clear goals for higher levels of learning connect and engage each one of our students and families the the greater fton

014City School District and its Community around it to help meet the needs of our kids and then empowering our teachers to be curious reflective take chances uh try and figure out what our kids need and then be able to respond to the needs of of each and every one of our kids we're going to kick off the implementation of our strategic appearance plan at our district building leader Summits our this summer Leadership Retreat on July 8th and 9th um we're going to unpack the plan together to ensure that all the building plans are consistent and we're um having the same set of expectations for the goals that we develop at each the levels and then when we come back from the r treats we'll pick up the unpacking again with our culture and Leadership meetings

015on the 16th and the 10th and then throughout the whole summer we're going to embed the framework during our summer PD progress towards our goals will be measured using multiple indicators throughout the year um using annually semiannually quarterly and then at each one of the building excuse me building School Improvement me we will um identify individual components so each building will have criteria at the school level department level level grade level and um team we're also going to be having our teachers and students creating goals and then we're going to take all that information and put it into one monitoring tracking system so during our Universal meetings and our district Universal meetings our building Universal meetings and our reports to the board we will be able to document our progress reflect done it and make

016adjustments to our programs that has to go through the year so if if there's a picture that you get stuck in your mind it should be those three circles and then really replace that middle circle with a portrait of The Graduate so if if you get to understand those S The Seven Elements of the portrait of a graduate that's really where we want to drive our kids we want them to be well run in the mle learning what they're doing how they're problem solving how they're thinking how they're functioning socially emotionally academically and that's what the port of graduate is all about so the systems and structure that we build around that and the culture that surrounds us all is what's going to help push our kids forward as we have this plan for the

017next five years Dr ly can you go back a slide or two and Link on the right hand or left hand side you see where it's strategic coherence plan that'll be the link right U Mrs gner so if if when you're looking at this whether you're in in the public or you're at the board if you L link on the Strategic coherence plan it'll be on our website much more prominent uh but if you were looking this evening or wanted to look if you could click on that please little show up there [Music] try so what it does this is learner outcome one so this actually outlines the goals and the other the supporting uh action steps that'll go along with this what we plan to do with the board if this works for you

018is that at each meeting coming up starting with the next one we'll unpack each one of these at a meeting because there's a lot of information you you think about teams spent months and months putting these these uh pieces together so what we're going to do is we'll unpack it with you you can see um you know I can't see that probably should put my glasses on this evening um apologize for that so I can't read them to you but what it does it actually sets goals there's there's a section where every student will have individualized goals the other piece that the board had made very clear that in the last uh plan that we we really built in um a section of this to really do data reporting and data monitoring so that for

019or the sheet that Dom shared with you um or when we were going through in the last where you saw the spreadsheet that looked something like this this is the document that we'll be using to monitor throughout the course of the year and bring to so if things are being measured on a quarterly basis we'll be able to share them exactly where we're on the goals same thing for midyear and uh end of the year so this will be a better tracking system um for thank you uh for the data and it'll be broken more this is showing beginning and end but there'll be more goals in there if I'm correct Mrs gner for quarterly do you want to speak to this at all so there are um incremental review that we put in place

020each Bowl has its own I guess time frame for review or each action step rather and every indicator but it at least mid year and end of year each year so we'll have the beginning where we started um and we've begun to populate based on the data that's coming in from the end of this year what our starting point or what our Baseline is end of 2324 and then the immediate column next to that is what is the long range five fiveyear goal that we're trying to reach so and then incremental progress along the way can be measured as well and documented and this this will be a a a publicly shared way of tracking our progress you heard are these the actual the are these the actual um indicators that you're going to use

021but this is just a question so for example 100% of students will demonstrate growth in the social emotional competencies from the beginning of the year based on New York State Standards so you're going to have how many how many social emotional learning outcomes or benchmarks are there and how to create a goal a goal has to be measurable right and so this is a long-term goal and I know even with my my kids who are older developing a goal a good goal an an achievable goal is something to be taught all in itself so this is a longterm year goal are there is is that do you think that's attainable or do we have a plan to make smaller goals to reach the end so the the 100% is our fiveyear plan right 100% of

022students by the end of the five years and there will be incremental so for example just demonstrating growth doesn't dictate a specific level that they have to achieve but they're growing from their starting point so um the very first primary action step and outcome one is to develop a system to routinely set goals which includes explicitly teaching kids how to do it so in order for us us to achieve some of these indicators um we have to focus on the primary action steps how do we how do we get to goal setting that's effective we use explicit instruction in it regular review of those so those will be built into the action steps that are in there and these get further refined when you get down to the building level into the grade level specifically

023so when the building teams I believe as Jeff and Renee mentioned our building teams are all coming together together um for a common planning day in July where they're focused on strategic plan and then how they will begin to develop their individual building goals based on their own data and then that will get further refined at the grade level at the department um at the individual Team level and then at the individual staff member and student level so it's it is incremental over time um but for example the growth in the social emotional development we use bimus right now which measures comp social emotional competency that aligned with the New York State Standards so that could be one way we look at growth where did they start in those competencies and did they demonstrate growth

024because there's a score affiliated with that in that assessment and we're going to we're we're doing this on top of everything else 100% of our kids are going to be doing this right and and we developed this with a lot of feedback from a lot of stakeholders about things that are already in place or at least partially in place so how do we build on the strengths that already exist to get to these achievable action steps is there I saw that I saw that we have the groups involved um the stakeholder groups is there are there do you see the same people in those groups I I know a lot of time you have the a lot of the same not just Fon everywhere professionally a lot of the same people are are in the

025group so you sort of maintain and you don't it's hard it's harder to think outside the box when you don't have new fresh Minds coming in do we have different people I think that we do have some of the same people who come to the district level committees I think we have a much more diverse voice at the building level committees and when you look at things like our joint um DCC and site based we had over 100 people in the cafeteria and they weren't always the same people that we see on a regular basis for meetings for meeting yes there were some new voices at the table and I think that's also one of the reasons why multiple um points of input like the surveys are really important because we hear survey we get

026survey responses from people who don't necessarily come to meetings right but and we're looking at a way to increase that anyways because that's just it's reaching 20% of our families right but I also student surveys % of students yeah so so on the Strategic the first round noticing that our Core Group they're the same community members maybe I mean obviously I know we've had new different board members go in and out but are are we still kind of around the same or have we brought new people into the Strategic we've had some varying attendance but it's still very limited and so that Committee in itself is one of the things that I know Mr Cino and the team has talked about how do we um create more participation in some of those opportunities from different

027voices and we're encouraged by the growth of participation in parent groups at some of our buildings because that's another great source of um additional perspective and input do we have students on that committee yes yes what groups what groups are we seeing more parents involved in well I'll celebrate one we just talked about um the fair graef parent group is kind of having a revitalization and while it's not it is not U and that's just one example and I'm that I'm sharing it because it's the most recent one in my memory um that is not um a huge group but they are growing and evolving and it's nice to see that cult being cultivated by some new events and other things that are going on in the building and bringing more in different people then

028and I would say that's true um of our elementary groups in particular our secondary schools continue to try to find new ways to bring families into things like parent groups or parent meeting site based is another great example I would say our site based teams are also very active um and have some different members who are coming to the table which is nice to see when I was in the par gr a million years ago we really wanted and we discussed ways to try to meet with the other parent groups to see what they're doing doing to see if it's working to see if it's effective enough but we didn't get there um we didn't really have a chance to collaborate we didn't have anybody higher up um just us to help set that up

029I think doing that with finding support for them to be able to get together and collaborate same with site base and things like that would be um a real good step forward to get parent involvement and he was working in just pH schools and things like that so that may be something going to consider in the future I know that that was powerful when we brought the site based teams together for the meetings that we had this year when they was two meetings where we filled the cafeteria the conversation was so powerful because so many different voices were involved I will say the groups because I was in the I'm our representative for the committee that most meetings I go to even when we did the one I think it was last year with the

030city I knew every single person what their occupation was what was going on I can say for those big meetings where we brought in the site based teams we even had kids showed up they were just at the high school that participated that I maybe knew maybe 50 I somewhere between 40 to 60% and that's really I think good for us cuz we're drawing different times and I can tell you there were not a consistent group so we'd have people that you know maybe were at one meeting that weren't at the next and vice versa so I would say between that and the fact that we count off one two 3 4 that's Miss G who's famous for that and she splits us up and makes us talk with people we might not normally engage

031with so that when we're talking about these things we're getting different perspectives and it's not just you know one person in the group you know leading everything so I would say those were some of the positives that I saw with this group that in some other groups I haven't seen so that was a good piece for this thank you so is the board comfortable with unpacking one at a time I think that would be the best because that'll allow you to really focus on one outcome at a time cuz they're pretty meaty but I think as Jen your question was a good one you know it bubbles those goals bubble all the way down to the individual kid and how do you teach that because that's where it starts yep so okay yep all right

032so we'll do one at each of the meetings meaning by mid September we would be done covering it and that allows you to really get in depth and get a bigger understanding or a deeper understanding as well okay thank you uh second item this evening is the 2024 professional development plan or did you put up Title One I it's fral okay cut it out of my periphery and I believe that'll be Mrs gner and Mrs gner lots of help from my friends I'm sure um so every year we bring to you a professional development plan for your review and adoption um we'll be asking that you please um adopt this at your reorganizational meeting but I wanted to provide you with some background on how we got to this year's plan um again our mission

033vision and values are driving this work consistently I do want to take an opportunity and thank the members of the professional development committee who meet regularly throughout the year this is a contractual committee and and the membership is designated within the terms of the contract and we are fortunate to have representation from every building and a variety of roles um and the work that they do is really focused on what is it that our district thieves out of professional development what are the needs the staff have identified um as high priorities for themselves and then what does the student data tell us about learning needs of our students that should also Drive professional development so again our PD Plan Focus is around this strategic C appearance plan and specifically around the professional development that has

034been identified within the plan um it is linked you do have this in your backup um and I don't need to read through all of the elements of the plan but the plan is formatted um to be compliant with and consistent with approval by state aded for our district to be um an authorized provider of continuing teacher leader education so for all of our certificated staff they have to continue their professional learning and have 75 hours of professional development over every 5e registration period and the professional development we provide within the district that criteria they can use that to continue to advance their certification one of the major areas of focus this year and and you heard um Mr Hendrickson talk about it in the Strategic coherence plan um presentation is our focus on Collective

035efficacy which really means how do we leverage the P our Collective power to have positive impact on student learning um and there are conditions that promote Collective efficacy within a school system that are listed there for you um and this is really based on the research of John Hattie and they they identify Collective efficacy as one of the single most powerful and impactful um educational components that increase student achievement based on the the research it's three times more powerful um and predictive of student achievement than their socioeconomic status it's more than double the effect of any prior achievement student has experienced triple the effect of home environment and parental involvement and greater than three times more predictive than student motivation con concentration persistence and engagement and again this is based on Hat's meta analysis which

036is a study um that has been you know at the Forefront of educational research for years so this is the most updated version um and we've been doing some work laying the groundwork around Collective eff see this past school year it is also aligned with portrait of a graduate consistent with our strategic coherence plan and the direction that the New York State Department of Education the Board of Regents is going with what we expect students to know and be able to do when they leave us um and some highlights around our PD plan not just the plan that we're putting before you for approval at your next meeting but also what has come out of the professional development committee so this past school year we've offered offered 19 different study group opportunities and they were

037really based on staff generated submissions so we have a process where staff members can say we want to learn more about this and they'll submit a proposal for approval study groups um that some of the criteria were making sure they were aligned to our strategic coherence plan and this school year we had more than 470 registrations complete study groups that is a duplicated count because some people took more than one but totally 7 registrations um our study groups also Incorporated not just learning about something but going out and trying it in the classroom or with students um in practice and then coming back and debriefing with your colleagues about how well whether it went well whether something needed to be tweaked and sharing experiences that benefited the whole group um and they've been really popular

038this year and we would like to continue study groups um into the next school year if you could click Dr ly on that link there just take you to um this is our study group site so this is how our staff um find out about what's offered and if you could just click on the instruction catalog up the top one please this is just G gives you an example if you could scroll down um sort of what types of topics um and this this site is updated regularly it's available to our staff provides um information about how they register what the meeting dates are Etc so it's a One-Stop shop for study groups it's linked directly to our PD site which is part of our colon staff resource um page about how many hours are

039each study group they range so what we offered this past year was we tried something a little bit different um credit hours are measured in units of 12 hours for 36 hours equals three credit hours so um what we found was a lot of staff had interest in participation but couldn't always commit to 12 24 or 36 hours on a specific topic so we created modules that could be done in a was 1 hour up to 36 hours um and they could be mixed and matched in order for um staff members to have experiences that were tailored to their needs so we uh came to the conclusion as a committee that a little bit learning you know was a good way bite Side Learning was a good way to approach this and we had very

040positive feedback and what ended up happening is um there was a literacy study group for example that Mrs Hendrickson facilitated along with um some of our coaches and they chunk that into two hour sections and strug them all together for a total of 36 hours over the school year so you could take all or part um but it was a good way I think to expose our staff to some of these effective practices is there a limit for staff member how many hours they can take um not currently yeah is it possible I know one thing we do with our education is we record our meeting so can go back later and we we're able to attend something that's possible people who might not be able to attend you know every meeting but still want

041to participate we we do do that for professional development but we have not done that for study groups um and study groups is really about that Interactive Learning piece and that's how you earn credit for it so that's something we could take back to the committee if people just wanted to see it further information rather than as a credit bearing opportunity we could certainly take a look at whether we could pull that off so study groups lead us to um our summer PD offerings and again I want to thank the professional development committee um for the work and as well as the Director team and the instructional coaches uh our facilitators and principles who put a lot of work into the offerings we are offering 49 different um sessions this summer uh really scheduled them

042to meet the needs of our staff um they are again aligned with our multi-tiered system of support Focus that we've had in place for the last previous two summers and with our strategic plan the new strategic plan um the professional development committee really got input throughout the year we kept a running list of topics uh that was added to throughout the year and these sessions are going to be offered Again mix or match in three or six hour increments because our staff members per the F Teachers Association contract have up to two days or 12 hours of professional learning um and we will run sessions from July 2nd through August 20th and we tried to run them many of them at least twice so that if you couldn't make one set of dates you could

043potentially make another um our staff from fton many of our staff members will be presenters this summer and we'll be uh accessing the expertise at city bosis and taking advantage of some of their professional development offerings too they will facilitate and um when we first put this out I think was June 11 or I'm sorry no June as of June 20 second there were 302 Educators registered for Sumer meting and each staff member can do up to 12 hours up to 12 hours they can take more they can be compensated for up to 12 okay you can take as many summer sessions as you're interested in and we can we can compensate for up to 12 hours do we un also offer this to our Tas and any member of the gold Teachers Association so

044teachers Tas student support professionals speech and language Pathologists and nurses are included um some additional outside of those prium days some additional offerings that we have this summer um on Thursday U meeting the needs of all Academy which is focused on best practices and special education some English language learner strategies um 117 people are registered for that on Thursday we are sending a group of our math math folks and not just math Specialists but people who are passionate about math to a solution Tre math work conference that city bosies is sponsoring this summer we have 10 participants going there um We are continuing our training and letters language Essentials for teachers of reading and spelling uh volumes one and two are offered by City this summer we currently have 17 teachers who haven't taken it

045previously registered for this summer we have two groups uh pursuing therapeutic Crisis Intervention both initial certification and recertification that will happen this summer and our new educator orientation is scheduled for August 21st for our letters program do we still are when we have new staff coming on are we sending them as they're coming onri is sending them [Music] okay awesome thank we're keeping we're keeping the traditional live and I think that stops my last slide so again and the next step would be to ask you to formally adopt the plan at the reor meeting and then we will communicate the staff or the plan out to staff students and families it gets posted on our website shared with the develop professional development committee and included in our welcome back to school communication to staff any

046other questions you have any questions after this please just reach out to to Jerry or the team and we can answer any of those questions for you I guess just one quick question yeah sure has do I know that we're constantly looking at what the best practices are Etc but we're also trying not to you know throw everything at the wall that we see because that can sometimes cause more issues than not but are we is this kind of developed like we've taken things from last year like or is it kind of the same structure as last year how has it developed over time I know the committee plays in development in that but how it kind of grown based off of the knowledge we've gaed over the last year couple years so we use

047the basic framework that's provided in the state template for our plan so that's always our foundation and our starting point but we customize it to what is going on in fton so included in the plan will be specific things that we have been working on for example over multiple years like letters but then any additional um changes that have been recommended or needs that have been identified so therapeutic Crisis Intervention it's been one of those identifying math concepts training and more training on math instruction has been identified as a need so that that is in there some of the things that continue to be the thread throughout the plan are things like our instructional priorities those effective practices in the classroom that promote student engagement um those stay consistent and we focus on new ways

048to do that and while literacy has been a focus we've really uh Mrs under Mrs and Leadership taken a look at writing and what what role writing plays and how we enhance our students writing skills and our teachers ability to um instruct in writing and also embed writing throughout multiple content areas so that's how it evolves um again multiple data points we do do surveys with our staff we did surveys last year after our professional development days to kind of get their feedback on not just the content but format the present presentation style you know how they like to learn best so we take all of that into consideration and developing the professional development opportunities thank you thank you Mrs G next item is our Title One family engagement policy this will be quick there

049is no slide um in your backup you got a memo annually we go through a process of taking a look at our Title One family engagement policy um which we did again this year and as a requirement of our federal funds we have to be very deliberate in how we undertake family engagement it is an area that we continue to struggle with um and continue to build on each year so this policy again will be before you um for approval at your reorganizational meeting on July 9th um and we did get feedback and input we had some feedback from um our surveys as well as in-person meetings and feedback particularly from the district coherence Council and Joint site based participants as we grappled with family engagement and what that really meant how we Define it

050and does doesn't have to look the same for everybody so that's part of this policy is offering multiple ways for families to be part of the school experience now you had several meetings for Title One over the year did you have a a a good number of participants from families we did not um how many meetings did you have again uh we had four meeting four maybe five meetings this past year so so how do we I mean we're letting our families know but how can we promote that like even us as board members how can we promote that for families you know to take part of that definitely one of the things that that we are struggling with and um we had family engagement coordinators who worked in Partnership and our Central New York

051leadership development teams um they did their District study project on increasing family engagement and participation around a framework called the dual capacity building framework for family engagement which focuses on how do we as Educators learn a little bit more about how to engage families and how do we support families in engaging um an ad more with us so that will be the focus moving forward we're hopeful that will yield but again in everything that we do if you could just get the word out um tell people they're welcome to bring a friend um one of our sessions we um showed uh one of the screenager films and we had a family from another District who came but only two families from our own so we'll take all of the family that we can get and

052all the communi support we'll continue that work and we're open to ideas and the other piece that to answer one of those questions would be at the July 9th meeting we'll be getting a Communications our new website plan which will include parent Square uh which will be allow us a new platform which from what I've heard many other districts are moving toward it it will really offer many many more opportunities and we're also um met with um City Bose's public relations and we've talked about a Communications plan as well and this is one of those areas we talked about attendance kind of thing the other day really how do we get that out there around chronic absenteeism but this is another area parent engagement how do we get our parents more involved and part of

053that would be really cultivating and asking them tell us how we can get you more I mean this parent square is going to offer us more opportunities in a lot of different Frameworks for parents to choose if this is what they'd like to get how to get it so that'll be at the July 9th meeting I believe is not right Dr so more to F so there could maybe possibly be a space in there where you're kind of asking what times because maybe it's the time of yes day the meeting that you're having at I know you usually have them in the evening but we have asked that question on surveys um our family engagement coordinators actually did separate surveys both in person like they made some some phone calls they talked to some people

054in person and sent it out in a digital format as well just to get a general sense and I think the answer we got backwards there's no good time for everybody so offering multiple opportunities one of the areas that we really see high levels of parent participation is in celebrations so you know drove by our uh moving up ceremonies or our kindergarten and preschool celebrations saw lots of families um our athletic events our musical Productions um art plays and musicals we get a lot of participation I think one of the things we've learned from the research around family engagement is that is family engagement right just it's not only coming to a structured meeting um it's also those other things as well so figuring out how to capitalize and get multiple exposures for families and

055multiple opportunities would be our challenge Ming forward thank you do we hire out for uh family engagement coordinators or is that like um like an extra stien for just like a teacher or an employee correct it's a stien um that we provide um as part of the the Federal grant the Consolidated grants how many do we have we have two two thank you okay thank you Mrs skner uh the code of conduct Mrs Sheldon he everybody I also do not have slides but you should have shared with you a memo and a an updated draft um from last year's code so I'm just going to go through and sort of hit some of the highlights and um answer any questions as they come so um again the code of conduct is presented to you for

056review and um hopefully adoption each year um this year we met or I met with um District school culture teams the school culture student advisory team and ask those groups to sort of go back to um their buildings and their teams to solicit feedback around the code um asking if there were areas that they felt like we really needed to focus on what recommendations would they have on those areas and um ultimately why would that serve student um growth in school why would that be helpful to students and so um the feedback that I've included in the memo the memo is um what we'll be discussing greatly tonight so the first part um is sort of a a a caveat in uh section A7 under prohibited student conduct I wanted to include this for your

057information because there was a lot of conversation around the use of electronic devices and recording um within school buildings and classrooms um after some conversation among building leaders administrators and some School staff it was determined that that particular behavior for for guest and for students was already covered under the code so we're not recommending changes changes but I wanted you to be aware that was part of the overall conversation um under the same section 7 um under letter F that addresses um academic misconduct the feedback in this section primarily came from a group um thank you a focused group led by Dan Sherman um that really centered on artificial intelligence and um he spent a lot of time this year um researching you know what this means for schools and you know where do we

058go with this as a district and so he spent a lot of time talking with staff um mostly um this year and they recommended mostly in areas one and two they added definitions for plagiarism and cheating and then added these specific lines related to artificial intelligence there just an update in that section in section n which addresses disciplinary penalties procedures and referrals um these were minor updates of pieces that were um just mostly omitted from the last code but our category ories of major behavior infractions that adults within the building can select um if they're documenting a particular behavior that student displayed um out of assigned area was um a particular behavior that High School staff um particularly our students in the alternative education program at the high school spent some time talking about um

059they um would like to have further conversations about how to support students who are not attending class um but are also still in the building at particular places which um helped us realize that the assound out of sign area piece was missing there it was still a category it just wasn't in the toad specifically in this part um our oh and the addition of the vapor product to the use of possession in tobacco so those are not major changes just um updates I wanted to spend a moment to highlight some of the feedback that our school culture student advisory team provided with us we met with this team monthly from October through June 12 and for about 90 minutes each time they would begin um with some lunch and you know just conversation and hanging

060out with each other um but then we quickly would move into um getting to the work that they felt was really important they provided us feedback on um areas that in relation to the code but also in other areas um over the course of the school year areas related to school culture they felt like from the student perspective we really needed to focus on and we charged them um so the team was made up of um students from each building in grades 5 through 12 so we had one representative each from each building in fifth grade so four fifth grade reps four sixth grade reps and then um four representatives from Seventh and 8th grade each and then two representatives from each grade level at the high school um and we would come together um

061once a month as I said and um they really like to work and they like to share their feedback and um one of the things we really focused on this year was the communication piece back and forth so we would have our meetings and they would sort of have homework to go back to their buildings and meet with their um their culture coaches in the building talk about their their objectives for for the month and then they were supposed to be bringing some of that information back now we still have to refine that process a little bit from the adult side and from the student side um but I think that we did U move a little closer to our goal for that is how do you uh go about choosing your students are they

062the same students like so would the fifth graders move up to sixth grade would they get a new opportunity the following year how how do you go about your finding your students that's a little bit of both so um we try to communicate with the elementary buildings and help help them um sort of recruit folks who might be interested explaining to them what it is and what our expectations are you know that you come to the high school once a month things like that um we want students who are willing to share their concerns to that feel confident enough to go out and talk to other students in their building maybe students in other classrooms that aren't their own so there's a certain sort of um confidence and personality style that certainly requires but we

063also want folks who are willing to challenge us as adults and aren't afraid to speak up in larger groups um lots of times Mr HRI said Mr um uh Murray from the from the high school would join us um and so we're just looking for folks who want to get inv get involved demonstrate some leadership um and have their voices be heard but also you know we spend a lot of time talking with students about it's not just their voice that they're coming to represent but it's the collective voice of their their class their great level and their building so um at the end of this year we did speak with students and give them the option um if they demonstrated those skills for us over the course of the year and we had some

064conversations with students about that give them the opportunity to come back they're um able to say you know no thank you if they choose to um but we TR we do try to keep consistency so that um a larger core of the group understands the process and the way that we facilitate the meetings and um you will start and refresh and retach the process but if most students are aware then we don't have to retach with a home okay did I answer your question yes yes so one area that this group in particular spent a lot of time talking about in different conversations over the course of the year um um you'll notice in the second bullet they really want to um have a better understanding of what's in the code what are their responsibilities

065what are their rights what do we expect from them we do directly teach that in each building at the beginning of each school year but that their feedback really highlighted um the need for us to do that more often and um so that we can get a better understanding of what their understandings are and what they need from us the other piece was um consistency of implemen and so um they want to be reassured that um as adults we understand the code that we're implementing it consistently and fairly um across all students using Progressive discipline um teaching reteaching using our stor practices um skills and staff um they specifically recommended they um are really enjoying and learning a lot and growing from um the work our s practice Specialists are doing um I would extend

066that to our social emotional learning interventionists that we contract their peaceful schools with they also rely on a lot of their work is uh centered on historic practices and the conversations they're having with students as they're developing social skills really is about their role um as part of a larger community and what you know their behavior and um either pro-social or in other ways impacts the the school community at large so um students are really looking more at that and that'll be highlighting some of our professional development opportunities that Mrs mentioned the students are um they are asking for more alternatives to suspension they do from the high school because I hear the exact opposite what was from the high school the um alternatives to suspension and how there's just no accountability and um no

067dis that nothing happens if somebody goes against the code of conduct so we spent a lot of time talking about that and a piece of that is understanding the progressive nature and the different sort of dispositions or responses to behavior that we can have as a district up to in including suspensions but also understanding that while there's a time and a place for suspensions it's not um the most effective in terms of changing Behavior or students learning um so we've spent a lot of time talking about that with them and they brought experiences from their own buildings um this particular group really had um particular empathy for some of our students um who are in special class assign you know assigned to special classes and may have particular struggles with emotional regulation and um maybe

068demonstrating some of those behaviors that are more outward and more publicly visible than some others and so um that is students coming to us with those concerns and wondering how to support them and what do we do different in understanding that while their behavior is not sometimes safe or um okay that um that there's a learning process that goes for that um we need to balance the safety and the understanding of all students involved with um learning and support and other pieces so that doesn't necessarily mean that Restort of practices happens independently from another type of consequence for lack of a better word um but they want to see more of that in the development of understanding the impact of our behavior on others so that's really what the Restort of practices piece was not

069necessarily as as a consequence but as learning how to improve um behaviors and regulate emotions and get along with others and this is coming from this I'm sorry it's okay this is coming from this um Core Group they're actually bringing you from their peers or is this just this group understanding and wanting to how do you know if it's reaching other students in their buildings I guess yes in this particular group and this particular gu Club um they came to us with this after a particular experience that they had discussed somebody had experienced in their building and then they had discussed I think as a classroom and then they brought it back they had decided in their building that this person was going to bring it back um I think that the student had spoken

070up and said hey I'm a part of this group we talk about these things sometimes I will bring it back to the group that said that process of that information sharing in meeting with students is something that um we are going to have to continue to refine and again and that's our our Behavior as adults ensuring those systems are in place for for students to have that mechanism to communicate with and for their their peers at school um but also reminding them that you know that's what we need for them to do but that so for the this group is for um a code of conduct right and to to go over the code of conduct is am I understanding that right to go over certain certain what is it I can't mention sections of

071the code of conduct thank you certain sections of the code conduct and then you you talk about them like should we keep it should we revise it like the dress code what do you think about the dress code things like that is so that was one task that we um asked them to do over the course of this year they spent a lot of time last year they were very passionate about the dress code um so but they look at and we talk about um anything that has to do with school culture so the things that we're talking about are district um District level building and building level School culture teams they bring ideas to us we come to them with hey we're talking about this what do you think what can you take this

072back to your buildings and come back to us for the feedback so Court of conduct is a piece of that um but it's really anything that falls under the umbrella of um School culture so we spent a lot of time this year talking about the Strategic coherence plan they provided feedback on that um ways in general that um we can create environments in our buildings and in our district that help students adults visitors feel more welcome and yeah thank you yeah absolutely I just I for some reason I was confused that about the code of conduct because it sounds it sounds great the kids learning about how to handle emotions and feelings and talk about them that's great but the code of conduct is there so that the we our students are learning and they

073have a safe learning environment without disruption or minimal disruptions so I was just getting the two used I think those things are they overlap and they absolutely and um they were very passionate about that I would say they spent the most time talking about those types of things it's very it's a very interesting topic and it would be you know a great class but the I mean but the code of conduct is there for a reason you know what I mean but they are definitely important discussions for sure abely I have concerns with um as a board with looking and I can understand the reason for restorative um practices as Alternatives um like they are discussing however my concern is where the liability Falls I know we have other districts in the area that have

074had major issues and they followed the restorative practices and yet they're still being sued by outside resources and my concern is is the liability and and is a are we doing enough are we is just a talking circle enough like I I don't know I don't know what I can understand the students wanting that and encouraging that and on paper it looks great but as a liability standpoint whether discipline needs to be involved or behaviors are involved where do we fall I was thinking along those same lines we have like four fth graders four sixth graders and then as we as we get older the kids get older we have less representation but the problems get bigger and teaching them at a younger age the how to handle yourselves how to handle situations at the

075elementary level is wonderful every every kid should learn how to handle things when they don't go their way or if somebody's yelling at you how do you handle that um but as you get older there there are consequences for your behavior and sometimes sometimes talking about it and saying you're sorry to the person is just not enough you know and I think I don't know if that's where you're getting at like and if kids at a young at an older grade see Fallon going out and vaping in the bathroom and not and there's nothing happening about it I'm going to be next in line she comes back and I'm going to be like yeah I'm going to go too you know like I'm there just has to be it has to be equal for everybody

076there has to be consequences the actions and I think talking about it and why you're doing behaviors and coping are valuable skills to offer our students as well but again from a liability standpoint as a district um I'm concerned with that being in the future code of conducts and I guess my thought just if I'm getting this right this does not mean there's no accountability it's just looking at I think what's going to be the most effective in terms of you know say you did go hardcore and you just threw on everybody that you thought was going to be trouble if that's not being effective and kids are coming back and still exhibiting the same behaviors I think that's why we're looking at these different ways of doing things and taking different approaches I don't

077think that anybody who's been working on this stuff as saying you know we're not going to do the things and hold people accountable I just think it's looking at the right tool for the right situation looking at each thing and realizing that the code of conduct doesn't apply equally to each kid because each kid is not equal and I think that's kind of something we have to look at as well is that you know it's the equality and Equity you know what does a kid need versus what does a kid have have and if you already have that thing and someone else doesn't making sure we're providing something for each of the kids because our goal especially as we talk about our strategic plan is that all the kids have that opportunity and I know

078that's sometimes hard but we have to advocate for all of those kids no matter how many can PR in tough situations know how many sometimes make things uncomfortable but I see you know the other part is you know if someone's doing something and it's going to create a negative culture if it's going to actually physically mentally hurting someone I agree we need that accountability but I don't think that's not in place if I'm understanding that correctly it so yes and I appreciate the concern um this is not uh a replacement for any sort of consequence or accountability and we are not suggesting and students are not suggesting that we there's no appropriate time for a suspension there's absolutely appropriate times we just want to make sure that when we are suspending that it is those

079appropriate times but we're also pairing it with learning opportunities and so um even if there's restored practices happening there could also be you know lunch detention or um in school or parent conference or referrals to outside agencies um it's usually sort of um a combination of those things and um to Mr Connor's Point um we follow a progressive discipline model too so um while there are some pretty standard responses for um the most unsafe or egregious sort of offenses right um some of the um lower level where safety is not necessarily at risk um that looks a little different depending on the circumstances surrounding what was going on um and actually that was one of the feedback pieces that the students gave understand where we're coming from try to understand the situation before you make

080a decision on you know how to fix it so um so no we are not suggesting no suspensions whatsoever um and in cases of safety and um for anybody involved we would not suggest um other measures in addition to that and I think one of the other parts about the restorative piece as we continue to learn about it and how to implement it well in a school setting is that um the restoration of harm also is driven by the person who's been harmed so the terms that they set are very important part of that conversation so if I am a person who's been harmed I I'm not going to be made to sit in a restorative Circle or conversation if I am not in a place where that is where I am open to participating

081right so there's a lot of things for us I think to continue to learn um and Tammy's point the restorative piece is not in place of consequences they're typically work best when paired and our data definitely demonstrates that we have not stopped using suspension as as a a consequence for those situations that warrant that level of consequence and intervention I think what what we will see more clarity to your point about the liability peace Val is more guidance from New York State about how to incorporate this into codes of conduct which is a direction that the state has made pretty clear that they are having and investing a lot of resources in staff development and training around how to do that effectively that was one of my questions is we're talking about this at the

082student level but does our our staff understand the difference as well like are they getting the trainings you're saying that the state is going to start implement or wanting us to do more of those but the difference between the consequence and the reason why we're doing restorative I mean because I mean let's face it like I mean I I I know my thoughts when I'm in my my work environment I understand what you're telling us here in our board environment but I also hear from our our people who work for you guys so I mean not everybody's on the same page as I guess is what I'm are we have a plan to be on there's definitely a disconnect for sure a disconnect because just coming have being a teacher in a classroom and sending

083if you have if you get to the point where you have to send a student out for for the same behavior in September and it is now June and that same behavior is occurring whatever is happening when they're outside of the classroom isn't isn't working it's because the same behavior is occurring under same circumstances so I think that's where at least we're not seeing that it's working we see the same Behavior coming back so I think that the the hard hard part to understand and the disconnect it's straight and so what we are doing and it's been a a growth process so we had to as staff and as Leaders gain our gain the understanding of what restoring practices is and and how it works and to Jerry's point you know it sort of evolves

084um and so we have spent some time each uh staff development day with more um PD for staff our restor practices team team is tasked with um especially this summer um putting together additional sort of bite siiz PD and you know coaching for staff on what this looks like we do have staff that are gaining experience and are becoming more comfortable and restorative practices is also not just about the consequence side but it's about that community building that preventative piece right and so it's about building relationships within the classroom and um not just between the adult ad in the students but among the students um because you know the research tells us that if you were connected to somebody in a positive way the likelihood of those negative behaviors um especially those maybe more aggressive

085seeming behaviors are less likely does it guarantee that it won't happen absolutely not but um but also within the classrooms we're working with staff to going back to um our school culture and our PBIS expectations and teaching and reinforcing the behaviors that we're looking for um you know in our triangle as much as we teach and retach within our classrooms about expected behavior um and you know whatever happens outside the classrooms when students are asked um to take a break or need to be removed um you know all of that is just about teaching and reteaching and working with the adults and another piece that we're working on that became very clear this year was the communication between the the staff the support staff that are working with and teaching the students outside the classroom

086coming back and communicating that process with the folks that are in the classroom because what we're finding is that um a lack of understanding of that larger process is creating some of that disconnect between you know I don't know what happened when the student was out of my room and came back and it happened again a week later so trying to fill those gaps and trying to build understanding and working as a team to develop those outcomes because um you know the phrase it takes in village is really true and what it takes all of us working together and having that communication piece and trying to come up with new ideas um because for those students that um demonstrate similar Behavior repeatedly we just haven't figured out yet what works for that particular student and

087we need to keep trying and so getting feedback from the families and from the student and having consequences and ret teaching it's um it's ever changing and ever evolving and what works in September might work in October and then not work anymore in November and so um it's an everchanging process so you touched based on that um it's important to have that connection whether it's your teacher your student your um support staff coming in for your students um and sometimes it whatever is happening just doesn't work I I would just I would hate to to hear or see that we're making that teacher or staff member or support staff person feel like they don't have connection and they're the problem because that's some things that we have heard too so what kind of supports should

088we put in place for those who I mean they're probably not the problem it's probably a combination of a whole bunch of stuff but if they're feeling that they're being told that they're the problem because they don't have a connection how do we help them I mean we don't always have connections with everybody might I mean we may have a connection and it's not as big of a connection as I might have with John that I might have with you you know what I'm saying so it's like how do we help our our people so that there's that I think one of the things that I would add to that what Tammy's saying and I building off something that you said Jen what's happening outside the classroom you talked about that right restarted practices can't

089happen external to the community in which something either positively is being built or hotw Farm has happened so that's one of the biggest challenges I see implementation in the school environment the time you know the the expertise the capacity to have those really meaningful um embedded practices um and we can see it growing in lots of different spots in the district but not consistently um so I think that is part of it too not and to your point not everybody has the same level of relationship right there's some kids who would identify you know someone different than the adult who appears to be the kindest and most connected to them as their person right so some of that is perspective as opposed to something that someone has done or not done to create that relationship

090or perceived lack of relationship and I think that that some of the power that Tam's talking about if we can get this um that it will that willit a lot of our students and our community as a whole to Mrs Al me's Point as well they touched on this a little bit I my concern is there there is a great disconnect between what the district's goals and Visions are for restorative practice and what our community um feels about restorative practices and our staff as well there's a large gap there and um some of the concern as well rightfully so is when we talk about restored practices and Progressive discipline and things like that is once our students hit 18 we're they're all equal under the law you know part of our concern is are we

091setting these students up for failure because the moment they turn 18 and something happens they're liable and at what point do we have to make sure that we're um noting that you know over a sort of circle or talking about is not going to be effective once Qui Poli show up or something happens you know there's big concern in the community you know about it so I just again to make sure those issues are noted we're talking a lot about restorative practices we teach you them consequences we teach you them if there's discipline as well as these restorative practices because I haven't heard anything here tonight talking about discipline it's all restorative practices which I agree with but if there's no consequence it's often paired with the consequences as we mentioned so um and I

092think to maybe Mrs abor Point earlier name the goal of a school the function of a school is to teach right and so we use the resort process to help us with that teaching piece but it's also as appropriate paired with the consequences as well so it's not in place of um and so part of that and going back to what Mr Hendrickson was talking about in relation to for of a graduate we are um even as parents trying to grow adults right we are trying to teach them along the way that um no this is not okay teaching them you know pairing it with consequences but also teaching them skills to do better or differently next time still might not be exactly where we want them to be um but if we can turn

093that dial one notch each time that would be considered gr but if I [Music] heard I'm Jen here that's okay sorry it's okay it's been a long it's been a long day said the consequences there's not you're hearing there there aren't consequences is that correct correct okay so that's we're back to that restor practice but are there consequences you're tell you're saying you're teaching them but are we are we holding to the the code of conduct code of conduct and disciplining appropriately as well that's my point because if the students don't feel that we are and I think sometimes where we get stuck with that and I would say we do um is it a process that we can always get better yet absolutely with the teaching with the responding to behaviors um but a

094piece of that is similar to the example where students are being pulled out of a classroom some things are happening and then they come back in and you don't always often see what happens when the students are outside the classroom we're not publicly demonstrating or nor can we share when a student when I'm when a consequences apply to a student we can't share that with other parents we can't share that necessarily even with staff and certainly not with students can you share it with the board we have a need to know I can share data with you certainly yeah yeah here's a huge one so we talked about the code of conduct and in the code of conduct that was up on the screen tonight it it was talking about are students where they should

095be are are they at their designated area in their designated class area yes and um from what I'm hearing and from what I know of my own children they are not they are not and I don't know if it stems from it or if it's they were like yeah it's co it's like it's an aftermath of Co and I'm so sick of that word but if if if a kid wants to get up and leave a class because they're feeling uncomfortable or sad or if they have a hot pass and they just want to leave that is usually when problems start occurring they don't go to class mine don't um they will use the excuse and that's where the interruptions of learning are taking place in the hallway constructions and it's hard to have an

096environment conducive to learning with all the distractions going on I'm not going back to class and then all the stuff that they say loudly so um I don't know I don't I just see I see sort of a direct correlation with that because it's almost it's almost like the inmates are running the Asylum you know at at the I can speak for the high school that's where my kids are and they are not where they're supposed to be and if they say that they just leave because they're feeling uncomfortable and they're I guess allowed to do that and I don't know if that's a restorative practice thing I don't know if that is part of it if that's where it came from that's where it stems from but I I think it's worth looking at

097because it's a problem and I think you underscore something really important like I don't know if that's a restorative practice thing right that's a great question because that's not a restorative practice thing and I think part of the work that we still have to do is consequences are and accountability is the hard hard of for start of practices right how am I held accountable to my community for something that I did that wasn't appropriate that's the that's the restorative piece and to Tammy's point the community building piece on the other side how do I create something that we would actually need to restore if it were harmed like there has to be Community as the foundation and I think one of the other um concerns that we continue to hear is this as if it

098is like um I think in ban you've mentioned it a couple of times tonight the restorative conversation isn't the fix right that's nothing is the fix the suspension isn't the fix the restorative conversation isn't the fix the development of skills in a different way of interaction with people is the long-term fix and so how do you combine all of those things to something that's more effective than what we're seeing with repeat behaviors that continue to be problematic and disruptive and how do we build the right combination of things to make that happen because one restorative conversation may be able to repair some some disconnect in the classroom and I think we've seen that happen with elementary schools in particular where they're really embracing that and some here at the junior high level too where we've

099seen some promise um but that is not like okay one and done right I always equate it to a car wash when you have a dirty car and you drive it through the car wash it comes out sparkling clean on the other side our kids and we humans are not that we don't go through one cycle of rinse and come out without any flaws for continued need for some kind of intervention or support so those are the combinations I think that Tammy's been working with her team to try to figure out what is the right combination and how do we help people understand it in a way that doesn't make it feel like they're being let down or that nobody is being held accountable because if we're doing restorative practices well the heart of it

100is accountability I think that you hit it on the head I think I I really do I think what the community and parents are looking for is accountability and it for different reasons I want I want to see accountability for what's happening in school so my K my child can learn I want to see accountability for my child because they are struggling and how else are they going to learn and what does that look like for my child I don't know you're struggling so it's it is it is that accountability word that we struggle with so I think that that is a good point so um finally on the back side of the memo are just some suggested steps um I think based on our conversation here I would certainly add increased um knowledge of

101all stakeholders um in regards to all aspects of the qu of conduct really and taking a look at that it's a tough one the quote of conduct it's it's tough dealing with human behavior and that is not Car Wash like in any way my car never comes out Spar it is it always has spots on it and it's still dirty so there you go right so there you go maybe that's our metaphor um real quick can I just touch on the AI them yeah um so not that this regards everybody in the high school specifically but I've run into AI problems in my English classes um our teacher decided to randomly run through everyone's through an AI generator okay um unfortunately when you run into your OC college level if anyone if any student has

102had M storio we know how to go to the our dictionary and use bigger words so we were actually marked off by our English teacher for using AI when some of us did not use AI so using certain programs that might say that your paper is let's say 89% chance that this is written by AI right it will flag words and some of the words that they flag are common words that people use in the dayto day I just fear that people obviously I know I know in our school have use AI I've heard it throughout people but there also are instances where people are not using AI so FL for it so I just don't know if there's a certain solution for that it's one of those issues but just to keep in mind

103that there are some students out there who have been taught to use bigger words to kind of learn the vocabulary before especially with kids going to it's just something absolutely and I think that that is something that Mr Sherman and his team are taking into consideration um because there are there is evidence out there that you know some folks are using it successfully I believe they're using AI to check AI I'm not sure if that is the best model to use but um there's and there's a place for it also so um yes I will make sure that Mr sh yes absolutely but I would think too that your specific English teacher or for that kind of essay would know their students and they would kind of know she's new new teacher oh she's new

104new teacher so but along lines for most I would think that they would kind of know their students as they start going through the year and would kind of know but this too had been an issue before AI like back when my kids were in school and there were you know other programs that you know they would say oh you're using this footnotes or whatever you know soes and you know just different things that that you know yeah it's always nice to have a conversation with that teacher about that and your for future cuz you're heading on off but for your future PE let them now talk to their teacher and the counselor yeah but to Harper's Point AI is a way of the future and I feel our district is a little Antiquated in

105our AI position even reviewing some stuff about you know teaching staff about it and I I'm summarizing but it was basically like well we can look at it but we can't use it at use it yet and we have other districts who are using AI to help form a questions and really use it to um elaborate their culum and things like that and it's amazing and we're still kind of stand off to it and it's a way of the future and instead of being afraid of it we've got to figure out as a district how to embrace it and teach our students how to use it responsibly and correctly because it's not going anywhere it's only going to get better and um sure plagiarism is wrong and we can't just have ai generate an entire

106from us but I think it's a very useful tool to our staff I think it's something that we need to and as the technology department get used to um very quickly and um see how it can benefit our staff and our teachers and our students and how we can use it effectively Dan Dan's not here so I'll just comment very quickly um I think it was Yogi bar that said a St all over again and I remember way back when the internet first started an education it was the exact same conversation you know some were using it right right it was the Wild West you know of how do you use it what's the appropriate use when do you use it how do you deal with things like plag it's the same conversation and we're

107just at the Genesis of AI I mean we don't know what we don't know about how to use appropriately education in an academic set so I think what Dan and his team is doing to approach this is the right approach because again um I I think even universities are struggling with their code of conduct over the use of AI this point so I think we've got to take this methodically and we've got to do it appropriately uh and not dive in with what we think is best because there's no manual or guide for that just yet um I think we're still in that mode of let's see how it all plays out and the message he has delivered is that it holds a lot of promise but we need to have a policy in place

108before we give access to these various platforms that could have unfortunate consequences without policy to guide that decision making we have asked people to off a little bit we have so that committee is generating policy ideas that will then come to the policy committee as well as the guide post and parameters so we want to go quickly but we want to do responsibly to make sure because we talk about liability there's that that component as well so but again it's making sure then we need to educate our teachers CU it's it's a it's a it's a great tool but a tool that just like the conversation we just had around the code people are on a range of understanding and knowledge and skill sets around each one so we need to be able to provide

109supports and direction for them yeah and sure and I certainly absolutely agree to that I think though this isn't something we should just kick hand on the road get to it eventually because our students are way smarter than we are with technology they're going to get to us faster than we can even train our staff so that's not going to be long it's just they've been meeting when they start April March April Jan somewhere in there and and I'm not right with you you know that but I think this is up to some degree um but what we're experiencing today in social media is a reflection of that that fast speed approach we took to the use of the internet with students and and I've been doing this for 30 years in terms of integrating

110technology with students and and this is a word of caution with that um what are we experienc with social media right now with our Young Learners you know so I would just say that uh what Dan's team is doing is a a a very respons ible approach to understand what AI means and what we need to be cautious of moving forward there there are it isn't um entirely beneficial AI does have its there are some issues with AI that we need to be responsible with so I think we've got to look at this meally and carefully but again it's also wonderful it's it's creating some great things in education and learning and what it's doing in Technologies is amazing you just have to take that proper approach Point part you made me think of something

111going back to behavior in the code we need to have some conversations about um how do we use those as adults as teachers how are we using those programs and then what's our approach to having conversations with students about that and then you know um because with any system there there are faults and and you know mistakes are made and um I would rather have that be more about the conversations so we want to be careful about you know so thank you for bringing thank you for taking our questions and concerns absolutely thank you for them thank you Michelle and next item is operations and finance report Dr ly sure I'm actually going to turn this over to Super if you would right to super super sure um so we're presenting now um these are

112the May financials the last meeting we had April financials and turn around but um the revenue expenditures for the month of May um again you know kind of similar to where we were at that time last year and in terms of the revenue that we'll see from the end of May until the end of June we will get one final sta payment that we're expecting this week and we'll make our final requests for our grant money as well so that will be the conclusion of the revenue portion and then you can do the expenditures as well and again this is May 31st so certainly take into account all the activity that occurs in June um which is quite a bit and then just another look at the cash flow and kind of you know un

113where we expect it to be bit of a spike in the Rue as we got the final St question again that's may end of May okay um that's the conclusion of the superintendent report uh this evening all right thank you going to move on to our finance section 4.01 can I get someone to accept the financials move it second is there any discussion all those in favor I opposed abstaining passes 500 action 4.02 to approve disposal of surplus property somebody move it I have a question can can we Mo somebody second um yes discussion yeah I want to talk about the weeding list again uh way back last year I asked if we had a reading list if I could get a reason why we're getting rid of books and this is a nice list

114but I don't need to know who removed it I don't need to know the barcode I don't need to know the ispin what I would like to know is why are we're removing certain books and what are we doing to replace them which is not on here uh an example I'm looking at the high school right now and we've got uh ASVAB I think there's a couple of them here the asbab is the arm Services locational aptitude battery are we replacing those uh do we have any others go down the list and we've got 20 great career career building activities using Pinterest we're removing it uh we got 20 great career building using Twitter using Tik Tock isn't this what the kids are using in high school why are we why are we removing Career

115Builders and what are we doing to replace them uh I can go on I can go I can go book by book but I'm just asking for for a list of books why we're remov and I'd like to get those before we get to this point where I've got a vote as to whether or not we're going to remove them so I can't get a, 1500 book list on Friday at 5:00 expect to be able to go through all of them if I if that's what you want I'll do that and then we can talk about them at this meeting or at the next board meeting book by book I'm willing to do that but I don't think my request is at heart why are we getting rid of books what are we do to

116replace them and in the future if we could get something smaller than 1,500 books at one time that would help so that's my discussion any you got any thoughts um let let me ask the team this um when we're removing books sometimes it's because they're damaged sometimes it's because they're not populated enough and I know Mr dilom has been asking for a long time for that but um what does our budget look like for I know for instance in my district there's a certain time of year that you're allocated the money to pay for the books but every District's different so can you kind of let us know like so we're getting rid of books but if we're going to replace them is there one two is there several times a year one time a

117year when do they get the opportunity to replace books or is it just whenever how does that what does that I guess I'm just they have a library budget throughout the course of the year that that Li that that library media specialist manages right so they're given x amount of dollars to the library correct me if I'm wrong they do get they allocated a certain amount of money for for library in textbook Library Tex quity but they also I'm I'm making an assumption here but we can certainly find out and and sort of canvas the Librarians but my guess is that they review the use of the books all during the year and at the end of the year that's why you're seeing this large group of books being readed out now and I'm guessing

118here but I'll just throw this out like ASAT for example I know that's updated constantly that's almost something that the army or the military service that's updated B so that's probably why I'm in that case all I need to know is that we're replacing it newer version that's all and why are we buying books in 20122 and 2023 and getting them rid of them this year yeah I mean you know we can't use the excuse of nobody's checking them out well they haven't had enough time to check them out sure sure I think we we may need to look at this we we approach this conversation before with with how the books are uh in the database and what they have available to them to Mark when they do this that's conversation we can have

119with them I know that we'll we'll do that because there must be we have to look at the database and see if there's a way that we can add something that will give them a reasoning section we use a standardized database corre we use a standard and in that's my understanding and again I would need the clarification of a person who works in it every day but my understanding is there's a certain number of fields that they go through when they're doing that one of the fields on there is there isn't a field on there that says the reason why I think that's that's part of the issue well and I'm disagree with you I'm just saying I think that's part my understanding and and I don't know if any of my staff in the

120field over here my and that could be looking at criteria so when they scan it they indicate what the re the very first list that I got looked to me like it was a list of somebody sat specifically wrote them down it wasn't this list it wasn't a list like this it didn't have all this information this none of all this information isn't important to me what's important is what are we getting rid of why are we getting rid of and what are we replacing it with and I think the system is set up that doesn't give that last part of it that's what I this is generated by but the very first list was a line item it was a line item that said it wasn't this kind of a list it would look

121like somebody actually sat down and made up the list no I think what they did Nick was they put a check box on what they're going to include to show you so the first one didn't include some of these lines it only included the the the title at that point maybe the year or something so can we change Who removed it and and make that column why we removed it not in the system currently but that has come up and I think that something we talk about Crea our own form but the Librarians have a criteria they're not just removing books they're for one of the three reasons that it was damaged it wasn't um it's not something can take out again um it's not being circulated or it's been replaced um so the other

122piece is could or the books that we purchased were they're constantly replenishing and meeting a classroom teachers to see what they need to support their curriculums that's ongoing all the time sending requests we need this look we need yeah I'm not concerned with classroom curriculum books I'm concerned with library books no the the books is librarian support CL that's Ong through the whole year to support and just to further that the conversation also has to be with fat the people who have the software because they have to add that portion in the database in order for us to use it we've got a system in place we're good to go we have to have them add that in the database because that database isn't just used by US it's used by many districts and many

123entities so we but that conversation is happening we're not the only ones having that conversation so I'm hoping that they add that am I correct in saying that yes was on our agenda we talk about Wasing out to see that was partes and not back I I'd be asking the same thing if it was a piece of furniture and it just says Furniture what furniture we get rid of and why are we getting rid of that's you know I just like to know that information I don't think that's a bad question I mean it's almost a thousand books from just the high school and 600 from grany like that's a lot that's a lot 1622 books old list and I didn't even touch on gry I mean there's other other questions I would have as

124to why why do we get rid of The Grapes of Wrath that's not a require greeing anymore Dam yeah see I don't know that that's my point and I'm I'm just going to throw this out because it's a possibility when I when I worked for the District of bazillion years ago the lists that are generated this big is because this is the time of year that we went and pulled and organized and helped the librarian come up with what needed to be replaced we didn't necessarily do that in September but we started the process it was huge in May and then as the kids had their half days we ended up using remember the day we walked through fair was it you and I that walked to Fair grave together and she showed us the

125librarian we actually showed us all the books that she was going through yes and she was pointing out this is why this one's going so I mean they're definitely have a process they're doing and they do them in blocks of big chunks of books at a time but I like you guys but I hear you asking for why and I we hear that we're trying to develop a system where we can do it without adding incremental time taking Librarians away from working groups of kids because we're I mean there's a balance is there a way we can add it's not our program that's why we had to add the field figure out how to get that Fielding we' also ask representative librarian representative to speak to the board about their problem processing your mindset around

126doing this so I think that's something weedu before the beginning of the next year I think it's important to hear their perspective and how and what they do and why they do it accompanied by the proper system and we're working on that as well so we'll be but to Nick's Point as well I don't think it's a bad idea to include reasons for like the building materials or Furniture like putting that on like let's say one of the friend you know desk broken you know a broken whatever like like broken desk or whatever it is it's just will help us financially make decisions if we know the reasons whether it's books or furniture or a we board why you know we're not saying don't dispose of it we're saying it's the reason especially what are

127a couple of programs one for the books and one uh warrants right that we're using other people's software that they're not answering the questions that I as a board member have yeah sure do we need to look at somebody else for their software I don't know are am I the only one asking these questions are none of the other boards in the world asking this company these questions get it sure and I I think they're basic question but anyway all right all I we good all right all those in favor I oppose abstaining passes 500 action 4.03 approve increase to the 2324 budget and someone move that move second second okay any discussion all those in favor I opposed abstaining passes 500 new business action 5.01 approved committee on special education someone move it move

128it second all those in favor I I opposed abstaining passes 500 5.2 annual reord meeting to July 9th somebody move it move it second all those in favor I I opposed abstaining passes 5 that week I that I thought said you on the second no nth I'm fre the second I'm gone that whole I mean I think I was wearing my glasses when I checked the box but maybe it's always I know that Mrs Perry had definitely sent out the yeah and I know that there were that date there were more people for the 9th than the second but I swear you sent me a text that you AV the nth I think you said in the last board meeting you couldn't do the nth too yeah the nth yeah that's yeah this has been

129on the calendar for like January yeah that's okay I'm just letting you know maybe there's a way when the re agenda comes out can we and maybe BR we can go over it and then any feedback if I can FaceTime in I'm I'm going to be driving I I'm sure I don't know if legally we can we I think can we but if we did do it you couldn't vote but at least she could hear is that something you can always tune into our board to look into that just so that we can at least have her in part of that and then if there's anything specific like for instance committees that you're interested in okay um let me know and I'll put the Committees till probably the August May okay if that's okay with

130you guys that's fine well just kid also I just want to point out that that that meeting starts at 5 yes that is a I did mention [Music] that okay okay let me pass that one all right moving on to action 6.01 approve the policies somebody move that second so 10 and done all those in favor I opposed abstaining passes 500 Personnel action 7.01 accept their resignation second all those in favor I I opposed abstaining passes 500 action 7.02 accept leave of vences move it all those in favor I oppose abstaining passes 5 action 7.03 approved tenure move it second all those in favor I opposed abstaining pass is 500 action 7.04 approve a tenure move second was that yes all those in favor I opposed abstaining passes 500 action 7.05 oppos a second all

131those in favor I opposed abing passes 500 action 7.06 approve a move it second all those in favor I opposed abstaining passes 500 action 7.07 approve a ten move second all those in favor I oppose abstaining passes 70 I'm sorry all of a sudden we gained two members passes 5 I think it was 7.07 that totally could have been it action 7.08 approved tenure move second all those in favor I opposed abstaining passes 500 action 7.09 approved tenure second Jen was that b or Jen Nick that's what I got okay all those in favor I opposed abstaining passes 500 action 7.10 app approve tenure second all those in favor I opposed abstaining passes 0 action 7.11 approved tenure second all those in favor I opposed abstaining passes 500 action 7.12 approv tenure move it second

132all those in favor I opposed abstaining passes 5 action 713 approved tenure second all those in favor I opposed abstaining passes 500 action 7.14 approved tenure move second all those in favor I opposed abstaining passes 500 action 7.15 approved tenure move it second all those in favor I opposed abstaining passes 500 action 716 appr tenure second all those in favor I opposed abstaining passes 5 action 7.17 is that 7.17 approved tenure second all those in favor I opposed abstaining passes 5 action 7.18 appointment of special assignment hold it C all those in favor I opposed abstaining passes 500 action 7.19 appoint teachers second Tim and Nick all those in favor I opposed abstaining passes 5 action 7.20 appoint replacement teachers move it second I'll all those in favor I opposed abstaining passes 500 action 7.21

133appoint community school program teachers and teacher assistance Mo second all those in favor I opposed abstaining passes 500 action 7.22 appoint teachers eligible to teach targeted summer extended year students with disabilities all those in favor I opposed abstaining passes 500 action 7.23 appoint Bridges to success summer program Mo all those in favor I opposed abstaining passes 500 action 7.24 appoint summer school student staff or support staff move second all those in favor I opposed abstaining passes 500 action 7.25 appoint summer custodial support and substitute support staff I just have a question oh sure Sor we got it you want move it who wants a second Tim okay question yeah I was just wondering um how we don't get rid of any of our regular custodial staff is that correct okay so this just seems like

134a lot of helpers I know there's a lot of extra work that goes on but I didn't count them but is this by building or it's for the district and typically we'll appoint a handful of helpers and then assign them certain times um and days not all of them we're going to work every single day for seven hours a day in the summer so we try to collect as many as we can and then we'll so these are all part- Tim they they'll be whenever they can work but typically they'll work a couple days a week um and they may work a week or two so it's not the most reliable source of Labor so we get as many as we can and then the high custodians will select how many need typically I think

135we hire five or six extra per building and that's what we'll use on a daily basis just to do the deep cleaning okay and if if I'm um understand so correctly some of our like teachers AIDS and monitors apply for the summer so that kind of helps there sum and uh we have any of our student helpers back in too that question is going to come up about the student side was going to ask that we have any idea how many of these are students I want to say estimating six we we're still having some that have applied being gued to our process than they'll be maybe at the next board meeting so we're trying to only use a workers that we've already used throughout the year and not bring any extra workers all right

136so there's no further discussion all those in favor I opposed abstaining pass pass is 5 action 7.26 appoint athletic coaches all can I have somebody move that move it somebody second second all those in favor I opposed abstaining I passes 401 with that we're going to move into board Forum so let's start with Miss 's this is your last meeting with us we're going to miss you much thank you it was really funing with everybody I liked being here honestly getting like a real insight everything been able to talk with the students back to school so thank you everyone for opportunity the help you provided me um thank you all the [Music] presenters and and good luck to you on your next chapter CU you're you're going somewhere exciting Cor some people don't think it's

137exciting but Al University there's nothing there you chose it for a reason though so it's exciting so um Mrs Hutchinson um I just wanted to say thank you to all our presenters tonight um and Mrs thank you so much for your participation with the board um you've been a avilable member and we wish you much success in the future and please come back and report to us how you're doing M thank you Harper it's always a pleasure we'll miss you very much you're going to be very successful and I can't wait to read about you in the paper so I'm sure that's where you're going to be being famous um thank you um Tammy for presenting tonight that's a really tough topic and you presented with race and patience with all of our questions so

138thank you for that I know stop and M Mr Hendrickson um you're putting things in layman's terms Making Connections so I appreciate that everything's flowing together and Renee I can always count on you for your sticky notes and you're like yep I already got that you have things written down so thank you for being on the ball and happy end of school year everybody all I have to say Fleep and last breakfast uh Mr Connors uh again Harper thank thank you for your participation and everything you've done for the board you know as far as student leaders go I think you did a fantastic job and I look forward to seeing what you want to do in the future I would say I want to congratulate all the students you know graduation I always say

139you know each year my favorite part is listening to all the different occupations Fields where everybody's going whether it's into the workforce Military College whatever that path is just to hear you know all those things kind of make you know that's kind of our goals to get those students representative of a graduate what's a graduate look like all those graduates up there and so it really makes the work that we do here worthwhile and I would just like to do a shout out to to everybody working in the district you know the quote was takes a village to raise a kid I think you know as the fton community fton City School District you know we're doing a good job we can always do better and that each one of you in the district no

140matter what your role is is we want you to remind I want to remind you that what you do matters and we couldn't do it without you so thank you to everybody congratulations for the end of the year and I'm looking forward to having an even better next year Mr DJ Lauren Harper thank you for your participation your uh who's ever going to succeed you is going to have some big shoes to fill thank you on your point about AI tonight that was to the point I like that if you're right you may not needed but that teacher doesn't know that you you hav't using so uh and on your point about going to some place where there's nothing my daughter went to school and s kids I can't imagine how difficult that must have

141been to study but she did it and she made it through uh Mr Mrs hend thank you for your report on uh uh the Strate excuse me strategic coherence plan Mrs gner thank you for all you provide on any subject appreciate it and uh Mrs Sheldon is it Miss or Mrs thank you for all the work you've done through the Cod of contact appreciate it thank you all right um Mr capani today was your Proud To Be A Champion lunch correct I am so sorry that I missed that I really tried to get here however with our last day of region so I wasn't able to get back to fton but I just wanted to um ask you how did that how did that go was it a h success we went through almost all

142of our food and we actually recognized one final Champion for the 2023 24 school year and she's sitting right next to me so surpris working in the same office it was kind of a hard secret to keep so when she came up to me afterwards and said I had no idea we were all pretty proud of it so it was I thought it was great we had just about everybody there except for Finley Mrs Richards for out to bring Finley everybody was really EXC about that but it was a good way to end the year and to really kind of uh you know put an endcap on something that I thought was a very worthwhile and valuable project and we're we're hoping to do it next year and Alex and I've already had plans to

143meet over the summer and talk about how we're going to make it better uh for next year that's fantastic to all of our recipients in the community our school Community who were able and I also want to say that um we were were nominated the Fon School Champions was nominated by the national um PR School Association and they're going to be recognized in we had an honorable mention will'll be recognized in Seattle Alex is going to be the electrican from City on July 17th wow that is huge that is good good news to hear we had a great group of people that were Alex our committee I mean we had a lot of people came together and really put a lot of AD into it um it was it was just a lot of fun

144to be and I got to thank our community members as well who have donated prizes to um honor and support you know most of it was donations we started with a $1,000 budget and we ended the year with a $900 budget so most of what we provided was donations and we had 177 nominations from the community for f staff numbers so I think it really kind of brought people together they really recognize some of the hard work and some of the great way of working there so like I said it was it was the most fun that I've had in a long time doing something that's great that's great I might have heard the rumor that Mrs G was getting there today so sorry I missed it but congratulations nobody knew that it's just a

145fly on the wall sometimes maybe I didn't hear it maybe it was in the winds I didn't tell anybody till the day before but we try to keep it maybe I guessed it then maybe I had a dream about it sometimes I have dreams about these things I don't know we hear everything I I mean I don't know maybe I just made it up right there I I just I don't know I did have a feeling that you were going to be so so um thank you so much for everything that you've done for our district you have been great in all of your endeavors and um you're definitely going to be missed is this your what is your last day with us my last day is July 31st July 31st so we really at

146this table to those two BL people though the July meetings are you guys ready to sit up here and take all of our questions Mr and Mrs Hendrickson all right I do want to also um just say Mr Henderson I did enjoy your little um stage performance yesterday I may have seen a video and that was fantastic so um I'm sure your staff will miss you over there but uh it's not the last that they'll see of you so um it'll be great having you both at the table with us so so thank you and Mrs Sheldon obviously um you know you're themvp tonight because you were taking all of our questions just going right at you so and you just did great with answering for us and we we appreciate um like Mrs mville

147said your patience with us so so thank you thank you very much uh Mrs cwl you're on Deck next um meeting so we can't wait to have you sitting at the table with us um and as happy as we are about that uh we still are very sad to obviously be losing um Harper and U Mrs papalardo who has been a great asset to us the last three years um I have a feeling she's not going anywhere she probably will be joining some of these committees we're trying to get parents on on um cuz she she has a wonderful voice for for the school district so um thank you Mrs papalardo if you're out there listening um with that said we're going to go ahead and move on to our next section which let me

148get to my paper drop down um second public forum is there anybody who wants to speak at us to us with us okay we will move on to action 8.03 executive session somebody Mo that please second Tim and all those in favor I opposed abstaining passes 5 all right thank you this evening for joining usies and there's cookies and refres got e e e right I I do that the Gan all the time all right welcome back thank you if you waited I'm pretty sure that most of you are in bed sleeping like we'd like to be I'd like to move action 9.01 adjournment alen and Jen all those in favor I I opposed abstaining passes 5 0 good night people I don't think we've agreed on anything so whole