001I have a motion to resume public session. Mr. Bowski, Mr. Reinhardt, all in favor? The vote is unanimous. We're now back in public session. Please stand for the pledge. >> I aliance to the flag of the United States of America to the standy for all. Good evening everyone. We are starting now with our public hearing portion. So we're going to open the public hearing. >> Mr. Torres. >> Yeah. >> Welcome, sir. Okay. Okay. All right. Like I said, I'm Steve Torres, security supervisor. I have a districtwide school safety plan update. We have Desha's law is u cardiac arrest emergency response plans. Uh DESA's law is a New York state law that requires all public schools to have a cardiac emergency response plan included in their district-wide school safety plan by January 20th, 2026. The law
002is named after Desasha Sanders, a student who died from a cardiac emergency at school at a school in New Western New York. Um the section three, the preparedness is amended to include 3.6. Um you can go to the next one. I'm not going to read through all this legal stuff. The core components of this are cardiac emergency response teams are identified at each building. uh CPR AED awareness training for all students and staff. Uh AED placement and maintenance clearly marked and regular inspected. And we're going to do practice drills at least one annual SER drill per building. Any questions? >> All right. Thank you. >> Thank you. Do we have any public comment in response to the public hearing portion? >> Thank you so much. I'm going to now close the hearing and move us
003forward in our regular business meeting. I have a motion to resume public session. Uh Miss Mulla, Mr. Reinhardt, all in favor? The vote is unanimous. We're now back in public session again. And that moves us now to our GC Pride Awards. Good evening everyone. Uh first up this evening from Walt Disney Elementary, we would like to honor our Quest ambassadors, which is what we call our student council at Walt Disney. If the following students will please come up to join Mr. Tavaleris and receive your certificate when I call your name. Kahhan Amadi, Isabella Cruz, Glory Fagan, Damon Gage, Micah Johnson, Fist bump. Micah, I saw you. Ariel Jones, Michael Joseph, Autumn Laamedu, CeCe Mullen, Zolani Rosario, Uh, Christoilatis, Isabella Verona, Castillo, Molly Witwell, Kelly Williams and Bailey Zabachuk. >> Okay. And students, we're going to
004ask you to stay put for just a moment. We have a couple of grown-ups that we wanted to honor as well. And first up is uh Wade Walker. If Wade would come up and join me for a moment here. So Wade is the new head custodian at Walt Disney and he began over the summer and has made an incredible impact since he began just a few short months ago. His positive attitude, strong work ethic, and constant willingness to support our students and our staff is so appreciated. Wade, thank you for leading our team that keeps our building clean, that helps to set up and tear down events, and for bringing such great energy to our school. You're remarkable, and we appreciate you. And you can Oh, you want your He wants a certificate. >> Thanks,
005Mr. Ch. Okay. Next up, the next two people are going to be mildly annoyed with me, and that's fine. We're still going to proceed because they don't know that I'm about to call them up. Um, first up, I'd like to invite Katie Reinhardt to come up to join me. Mrs. Reinhardt. Katie is a longtime kindergarten teacher at Walt Disney. Uh she's also one of our Quest ambassadors. Katie has an incredibly deep understanding of child development. And this shows every day in her lessons and in the environment that she creates in her classroom. She's also, lucky for us, very passionate about helping our school put its best foot forward at all times. And she can often be found leading or doing all these magical things behind the scenes to make events like our family funfest, our
006neurodiversity dinner a true success. Um, a favorite phrase that I've often heard her say to students and to colleagues when presented with an opportunity is, "Let's make that happen." And, and she does every day in so many ways. So, Katie, thank you for all you do inside and outside the classroom. You're an incredible leader. Thank you. Okay. And last but not least, another person who's going to be mildly annoyed. Cara Snider, come on up. See, she said she's annoyed. Okay. Cara Snider is a second grade teacher at Walt Disney and our other Quest ambassador advisor this year. Carara is a true change agent in all things that she lends her talents to. She creates an incredible community inside her classroom and she makes kids believe in themselves while also holding them to super high standards
007every day. Um she's quite creative and has a great vision for what we can make our school be all together working together. Um she's collaborated to bring us things like our school song last year which you might remember and there is a second verse um for another night. um and has some really cool plans in motion this year for an after-school club that's going to bring a CKLA unit to life through theater. So, um just an incredible person and Cara um my sincere thanks for pouring yourself and your talents into our school and into our kids um our families, your colleagues and our students. Really appreciate it. Okay. And that's the last award. We're going to grab a picture. Thank you all so much for your work for your school and our community. That moves
008us forward now to agenda changes. >> We have changes to personnel. >> Thank you. So, I'm going to take a minute for board president comments and I wanted to all of our Disney families here and staff and our kids who are all posing wonderfully for their pictures. So, thank you all for being here tonight. We love being with our community when we meet. >> You can get up and go take a picture. It's okay. >> Go ahead. Go take your pictures. >> You guys have to smile longer. >> Yeah. Congratulations. This week is American Education Week and wanted to take a minute to thank all of our educators that are here tonight and that show up every day to support our community, our staff, our families, and the community at large because we're all working
009working together to support our kids and their success and we have so many of them here tonight to show us all that hard work. So, thank you to everybody. It's also school related professionals day. So, wanted to take a minute just again to recognize all the hard work of our our staff supporting our community and our kids. Um, I had the opportunity to attend the Monroe County School Board President's Meeting recently, and that's a really good opportunity as you're building your network, your understanding your role as a leader within that school district and how to learn what's happening in other districts and support each other in our communities. Uh the high school did a wonderful job at the National Honors Society induction ceremony and it's great just to see how many kids are there and
010how many families and staff show up to support the hard work that has been happening over years of time. And I wanted to thank the middle school staff who's working extremely hard to put together the middle school musical Elf Jr. Um so if you're available it's Thursday and Friday this week. I'll be there both days. Um, but just seeing the excitement on my little sixth graders face and all the other sixth, seventh, and eighth graders who are running in and out for rehearsals and just knowing the amount of time and effort that takes for our staff and our families. So, I wanted to thank everybody just for that work because those are the things that make school real for each of us and enjoyable for each of us. So, that moves us forward now to
011our points of interest. Does anyone have anything to share? Miss Davis? >> Thanks. Um, I was able to attend the fall family festival >> a couple weeks ago and it was great. Um, nice to see the turnout by the community, the coat drive um and and how that helps our community. Um, able to try some great new offerings from school nutrition as well as see some samples of books um for our literacy from put out by our literacy team um at their table and all the PTO's that were there. Uh, so it was great. So appreciate everyone who helped put that on. Thank you. Any other points of interest? Okay. Did we have any meetings that we report out in >> Mr. Um I was I attended the Monroe County School Board of Association's legislative
012committee meeting um where we just discussed several issues that our um districts are facing across the state and worked on our position papers. So I'm just got some updates on that and that's all. Thank you. >> Thank you. Were there any other meetings? Okay. Do we have any visitor comments? No. All right. That moves us on to really the most exciting part of our evening. Walt Disney Elementary update. Okay. Good evening, board president coffee, board of education members, and superintendent daily. It is our pleasure to share an update tonight about three areas of focus at Walt Disney Elementary. These three areas of focus took shape over the summer when our school improvement team had some time together to do some planning. They align very closely with our district goals as well as our elementary program
013goals. And we know that our students thrive when they feel seen, when our families feel seen and valued in our school. That's priority number one. We also know that they thrive when they have clear tier one social, emotional, and behavioral supports in place within their school. That's focus number two. And we know that they strive when they're in an environment when differences are celebrated. And that leads us to our third focus area, autism and neurodeiversity. When these three things happen, kids attend school regularly and they make academic gains. So that's what we are looking forward to sharing a little bit about with you tonight. Okay. I'm going to start off with our first focus area which is identity and connectedness. Although we're still very early in the year, we've got some good momentum working around
014this area and I wanted to share a few highlights. Um to start, this is our identity project. Um also known as what makes you you. These are displays that you will see all throughout our school. every student, all 420 students and all 120 staff members created an identity project to tell a little bit more about themselves. So, if you walk through Disney, you're going to see every single important member of our school community. Um, we believe that every single individual makes a significant impact on our school and that Disney's not the same with each and every one of them. And you see that on our walls. I do have to give credit to Don Fischer who's um in our school nutrition department because we kept calling this project the identity project. The identity project and
015she was like, Erin, you know, tell me more about it. What do you mean? What do you mean? She's like, so it it's what makes you you. And I said, yes, Don, that would have been a much better title. So, we started calling it that after Don clued me in on that. But um these projects have created conversation connection opportunities for people to see differences and similarities throughout the building. They were up at parent teacher conference time and they'll stay up at least through um excuse me, they were up at open house and they'll stay up at least through parent teacher conference time. So pretty cool. Feel free to come over and view them if you ever have a moment. Um a second area highlight um having to do with with um connectedness is student
016voice and leadership. So um fundamentally we believe if you give kids a chance to share their ideas and you give them space and empower them to do so, they're usually going to come up with the best ideas in the room. And that's no offense to any grown-ups in the room, but it's true. So, you met um some of our Dragon Quest ambassadors who you see in several of these pictures tonight. Um we have 16 students who serve as leaders in that role. We had an overwhelming response though to um the desire to be a leader at our school. Almost 50 additional students wanted that spot. So, what we decided to do is for the first time create student members to our school improvement team. So, we are going to be starting um little focus groups
017with those 50 students to gain their ideas and they're going to have a direct connection to our school improvement efforts. A good a good problem to have. Um last highlight in this area having to do with identity and connectedness is community schools. So, um we are very early in our launch of community schools strategy. We have welcomed two partners to our team. On the left on our screen, you see Miss Kia who is our social learning specialist and on the right and also in our audience tonight is Kate Perry who is our community schools site coordinator. Both are employees of Center for Youth Services, but they work full-time with us at Disney, which is kind of a a cool setup. and they've both become um important members of our team very quickly. A couple um
018pieces of early work to share with you. We just wrapped up a large family survey. We um we actually got 130 household responses, which is almost 40% of Disney families who were willing to share with us what's what they need, not what we think they need, what they actually need to feel connected to our school and in our community. Um, we're in the middle of what is called a needs and assets assessment where a group of people look at those data points as well as many others to really hone in on what our priorities are going to be with the community school strategy moving forward. Um, early even in these early days, we're seeing some wins. We have a dental clinic that's going to be offered um starting at the be end of November, beginning
019of December right at school so that um if families choose, they can have dental care for their children right at school. We have a food pantry that's operable right out of Disney. And um on the right you see an example of messaging that Kate does on a monthly basis to our families to alert them to community events, community resources, and things of that nature. So, lots of good stuff all in the early stages. But I am going to stop for a moment and turn it over to Mr. Tavaleris and a few colleagues who are going to share um a bit more about our second focus area. Thank you, Miss Eugene. Um the second focus area around tier onecl and behavior, as Miss Eugene said, is important to have those beginning levels set so our students
020can learn. Um so the focus um in this area this year is anchored in the zones of regulation. Um these are a tool to help individuals identify what emotion they're feeling. Um and the zones categorize those into blue, green, yellow and red. You see on the left hand side as a example of a zones poster which is located in every uh teaching area in the building. Um, and as we've in our teaching with our staff and our students, there's not one zone that it should be expected for anyone to be in, but it's important to know what to do when you feel that emotion and how you would regulate yourself. Um, as we talked with students all the time, it's okay to feel that way. It's how we react to what's going on around us.
021Um, some of the history behind the zones of regulation at Disney, um, it's been part of the curriculum for a number of years. um delivered to all students and it's evident in my four years at Disney even from my first year there how students were able to explain what zone they were in um when they were struggling with something and having that conversation. So a good kudos to um Miss Pika and our student support team in delivering that curriculum. Um they are also used in our 611 program for a number of years. Um and became more evident with the introduction of the sensory room a couple years ago. Um and a zones board that was placed in the hallway and our 61 students were always using uh the zones regulation that language. Um so we
022were like how can we get this out to everyone else? Where can we set this up in the building? Uh so last year the focus of our learning blocks with support from the children's institute was frontloading the teaching of the zones and zones language to our staff. Um through a series of three faculty meetings, teachers were introduced to the zones, the process for a zones check, and given time to explore different zones tools and what those might look like in different settings around the building and in the classrooms. Um this summer work was done to create zones binders and zones toolkits for every instructional space in the building. There's a an example of one that we have in the main office. Um it's just a number of different tools um and different information more for
023the teachers and the students to go to and say this is the tool I I think I need to use in this moment. Um the zones toolkit is a you know series of you know different fidgets different different things that we kind of collected together. Um and again two visuals in the classroom a zones poster which on the lefth hand side and uh zones check poster which is in the top right where we would ask students pause what what emotion are you feeling what's that signal what's your body telling you right now and then what zone are you in what what are we going to do from there um in the building this year every week a new zones tool is introduced on the morning announcements um a student helper helps Miss Pika in introducing
024that every week um the tool of the week is introduced And then teachers have the opportunity to incorporate that information about the tool in community circles or other times when it comes up throughout the day. Um, and those zone tools are also highlighted and display in the hallway uh dedicated to to the tool of the week which is on the right hand side. And again, Miss Pika and a number of students help maintain that every week and change those out. And then those new tools are added by staff to their binder. And there's Velcro things you take off and put what tool you're but I'm in the green zone. I'm in the red zone. I'm going to use this tool. Uh so it's new language that we're all learning in the building. Um all these
025efforts provide a consistent tier one intervention for our students. Um any students that do struggle with utilizing these tier one tools. Um the goal would be then to we're trying these things in the classroom if they're struggling um developing some small group time or individual time to create a more personalized toolkit for each student. Um and just you know the past couple days having to network with students. Um, I have to restock my my own tool kit in the office because someone really liked that tool and it went back to the classroom with them. Um, but these tool kits can be used by anyone working with the student to help co-regulate with them by reminding them of the tools they identified that would best help them. And a number of our students, a small handful
026already have their own toolkits that we're developing this year. So, it's a nice tiered approach that we now have set up. Um, at this time, I'd like to introduce uh Miss Mcste. She's going to talk about um in addition to our zones, classrooms, um our hallways are part of this work with our regulation stations. Hello everybody. Um I am Miss Steves. Um I'm the occupational therapist at Walt Disney Elementary School. As an occupational therapist, I have supported the creation and development of the regulation stations throughout Walt Disney. These stations serve as uh Mr. uh T said a tier one schoolwide support accessible to all students. This intervention helps all students have access to a quick and practical strategy to help regulate their bodies and minds. The implementation of our regulation stations included initial training during
027our opening Spartan Way behavioral rotations and continue throughout our ESL instruction, further reinforcing the social emotional learning, including instructions, as Mr. T said, around the zones of regulation curriculum. Teacher buyin was essential, and it continues to continue to co uh sorry, coordinate a whole team approach designed to help improve um a proactive way to help our students regulate. We aim to connect our social emotional learning with concrete sensory regulation tools. The regulation stations help students understand their body's need, build independence in meeting those needs, and ultimately improve their readiness to engage, participate, and learn throughout their school day. Lastly, I just want to touch base on how we aim to collect data on this intervention. To measure the effectiveness of this tier one intervention, students will have access to a Microsoft form. They will be
028checking in and out of the regulation stations. This simple system will allow us to document the frequency of use, identify patterns in the students regulation needs, and observe how the students are responding to those tools over time. By collecting this data, our team can better understand the trends of dysregulation throughout the day, recognize which tools the students are gravitating towards, and continue to um determine what additional sports may be needed at Walt Disney. Our goal is to use this information proactively, strengthening our again our students independence and tailoring um their strategies to again over um enhance their overall ability to meet their sensory needs. This data collection system mirrors uh the already put into place system uh through the sensory room where is proven to be highly effective and a useful tool by expanding the
029same check-in checkout system um through the regulation stations. We aim to maintain the consistency for our students while continuing to gather reliable information that again um promotes our proactive supports for Walt Disney. Thank you. At this time, I'd like to invite Miss McCumber, one of our fourth grade teachers and grade level leader, to share how the zones of regulation are utilized in a classroom setting. >> How are you? Um, like she said or he said, I'm Mrs. McCumber, fourth grade teacher at Walt Disney, and I'll show you how we implement the zones of regulation within the class. At the beginning of the year, um, we introduced our zones toolbox. Every classroom is equipped with one of these. And we took some time to go over with the students what the tools were, how to appropriate
030appropriately use them um, to kind of regulate their feelings and emotions and get them back into a place that they felt that they were able to sit, listen, and learn. Um, so this is available in every fourth grade classroom. Um, another the zones toolbox didn't work is students have access to the sensory pathway uh that Mrs. Ess was just talking about. What they do is they put on one of these movement break passes and that makes them identifiable to any adult in the building what they're doing, what their purpose in the hallway is. The other one goes on their desk so the teacher can see where they are. If timing is a problem or an issue and we need students to be back in a timely manner, we also have timers available that we show
031them how to use. Set it up for three, five minutes, whatever they might need. They go use the sensory movement pathway, come back to the classroom. One final thing or actually this is just an example of our tool of the week. Um, it is introduced during our morning announcement, but every teacher gets one in their classroom. There's the little Velcro tab that goes into to our binder and teachers generally take a few minutes at the beginning of every week in their morning meetings to talk about the new tool for the week so they're familiar with it and know where to access it. Um in the higher grades fourth grade I know we use this quite a bit if students are still having a difficult time regulating themselves. We have something called the think sheet. The
032think sheet just gives fourth graders a moment to reflect on their actions. What happened from my point of view? what was the impact that it had on my classmates or my teachers or others around me? And the last thing was what can I do different the next time? So, generally when we give this to a fourth grade student, they fill it out, we pull them aside, we conference with them for a couple of minutes, we sign it, the student signs it generally, um send it home to the parents so the parents can take a look at it, review it, ask us any questions. Um, so we're just really giving all of our fourth graders and all of the students in the building a really great uh variety of ways to regulate their feelings and emotions
033as it's been a team effort to um bring uh the zones to the building and to support our students with those needs. Um last week, just last week, we held our um zones of regulation family night. The goal of this was to help families understand the zones of regulation uh framework and how it can be used at home to support emotional regulation and smoother routines. Um there was a brief educational session for families to build some shared language. Uh Mrs. McEves and Miss Pika led that portion. Um and then a series of interactive stations. um in that focus around those um stations where families practice working through some common like real life scenarios uh transitioning to the dinner table, shutting down the iPad, you're late for school um and walking those scenarios through with our
034students. How you how would you feel in that moment? You might have had that happen. Um and then there were some make and take resources uh so families could bring home visuals and tools to use right away. Um board members, you'll find a sample of those materials in the folders that were passed out to you. Those green folders um have some of the materials that were shared that evening. Um and there are some pictures work. There we go. Um the photos here capture members of our team in action coaching, modeling the strategies, and partnering with their families throughout the evening. So, there's glitter jars. There was a taste reset, which I learned a lot about at that. Sour Patch Kids do a great job. Um it was a really great evening. The students that were
035there, the families really appreciate it. and again just sharing the work that we are doing in the building um with our families as well. Thank you Eugene. >> Thank you. Okay. And I am going to u finish our presentation tonight with some brief updates on our third focus area autism and neurodeiversity. Um one piece to share we have launched bimonthly educational um lessons in our classrooms. So, every other month, every general education classroom has a lesson um to help them learn more about autism. In the pictures, you see Adam Matise, our autism consultant, working with students. Um, another large um um drive behind this are two of our speech and language therapists, Maria Brandon and Megan Stevens, who are um working on the focus for this month, which is communication. and how to be a
036super communicator. And our kids are going to learn about that. This is called a coreboard. Uh there's going to be a large one up in our cafeteria so students can practice um mapping different messages and get a sense that not all students communicate verbally and it it'll be fun, engaging, and the insights of our kids at Disney are incredible. And things like this just help to um strengthen those insights. We have a number of things coming up throughout the year which we are looking forward to. Also within the program this you know this is a large program. We have five classrooms many um many staff members working together to make this program a success. We have special educators occupational therapists, physical therapists, speech language therapists, music therapists um and and many others. um to do
037this well, it's important that we work together. So, this year we've made it a point to develop program norms. We've made it a point to um have community building activities. In the middle, you see a breakfast that we recently had. That's that's our 611 program right there, the adults in it. We've also made it a priority to recognize the hard work of SRPs, the aids that work within our programs, either one-on-one, 2:1, or in a classroom role. It's incredibly rewarding and incredibly difficult work, and they need to know that we value them. So, this is just a display we happen to have up right now about how they're unbelievable. It's funny, right? Leaves. Thanks. Um, so people can write quick notes of appreciation and this means the world to to our folks. They're incredibly hardworking.
038And last, we are piloting something called CS this year within the 611 program. Um, we are doing this pilot in three of our five classrooms and this is a big step for us as a program in aligning what we're doing to researchbased developmental frameworks. So, um, in a nutshell, it's it's simple. We want kids to be successful in lots of different environments throughout a school and outside of our school now and in the future. So, CS isn't an instructional method. It's really a framework under which a lot of different um techniques fall. It emphasizes social communication, emotional regulation and transactional supports which um when you look at the skills in those areas, that's what families um feel are important for their children as well. So families are a big piece of this model. There's a
039lot of data collection involved. Goals are set and monitored and we're in the infancy. But I wanted to just share that small bit with you because we look forward to sharing in the next year or so a lot more about CS um because we do think it's going to be a gamecher within our program. So that is what we have for you but we would be happy to answer any questions um that you might have or any comments. Thank you guys so much. Do you guys have any questions or comments? I really appreciate uh you just sharing a little bit about the data collection around the tier one interventions because that's always an area of how do we how do we gather that information to move forward. So, thank you for really clearing that. Um
040it was appreciated. And guys, I just those of you that are still here, do you want to hold your posters up again? I keep staring at them. So, some of our student leaders had these wonderful posters that they shared with us uh about things that are important to them at their school. I just wanted to thank you guys again for sharing all your work with us today. Thank you families and staff for being here too and supporting all of our kids. I'm wondering if when we're done if any families feel the need to go home for the night. You are more than welcome to because your kids have been amazing sitting here. You do not have to in any way. But just knowing that it is okay when Miss Eugene is done. We really appreciate
041all your time so much, guys. Thank you. That's a great positive. Sorry. The next portion of our evening is our student exopysicio update which just so you know sir, our students who were here earlier were asking all about your role. So they were really excited to learn about it. Hi, I'm Kandre, the student board representative. Um, last week me and Mr. Hamill had the opportunity to go over to the middle school and we um got to sit in on one of the middle school student council meetings. And during the meetings, we we A couple of things that are happening in the middle school right now. Um, recently they had their elections for class officers. So, all grade levels are represented in the class officers. Um, there was a good amount of attendance. About 15 students
042came to the meeting. Um, student council hosts jar wars, which is like for middle school teachers. They organize the buckets and everything. And each home room gets a bucket and their goal is to raise money for their classes. So for DJs or for anything that the school host to make it cheaper or more affordable for students. And the middle school is having a holiday celebration which is on December 13th which is where teachers and their families are able to go enjoy a holiday celebration. This is hosted by student government and national junior honor society. There will be a lot of book books, games and activities for the families to participate in. Um The middle school has Elf Jr. this weekend, which is a great show. I myself, I'm helping with all the stage crew and
043stuff like that, and it's a really good show. So, if you guys are able to, you guys should come see it. Um, and they were just discussing like what their goals at the next meetings are. So, by the end of this month, they want to have like all the buckets organized and know like what they're doing for Star Wars. Thank you so much. All right, next we have our finance facilities and audit update. >> Good evening, Superintendent Daily President Coffee and the Board of Education. Thank you for having me. I'm Dr. Mitch Ball, the deputy superintendent, and I'm here to give an update on the finance facility audit committee. It's um it's always fun to follow all the students. Uh that's the very exciting part of the evening. Now you get to hear about audits.
044So maybe not quite as interesting but still important. Uh so the first uh quarter claims audit. U Miss Mrs. Lori Miller is our claims auditor. She comes in on an annual basis to give an update on how things are going. Um and so she did that sharing that um recently claims audits have been um done as in terms of claims in general claims have been done properly. Those are our purchases um and found no substantive issues over the last year. Um in terms of the uh independent audit, Mrs. Sanford, our director of finance, um talked a little bit about the um board approved audit and um noted that some delays um from the federal government have now been resolved. In terms of finance, um we talked a little bit about the long range um planning
045effort. Um we'll be sharing more about that in a couple of minutes. Talked about the accounts payable position and the need to hire. Um interviews have occurred for that. um position and we will be looking to fill that soon. Clean energy credits. Mrs. Sanford talked about um credits that the district is due through the electric bus initiative and how we are progressing in receiving those credits. In terms of facilities, we talked about the 2026 building condition survey. Every five years we're required to do a building condition survey to look at all of our facilities from top to bottom. Um we're due up in 2026. also talked a little bit about the request for proposal process and the eventual plan to select an architect to do that work. In terms of safety and security, we updated
046on the clock and PA updates. The middle school is now complete and they're in the final phases of closing out that project. They have already started wiring at the high school and the intention is to be done here in this building by the end of June. In terms of the electronic door locks, just shared that we've already fully phased in our elementary schools and we're now moving on to the middle school and high school. The middle school door locks are in and the installation will begin relatively shortly. In terms of uh HVAC uh heating and air conditioning maintenance, um shared that we're exploring a maintenance agreement due some to some staff retirement and a need to have um very highly skilled individuals doing work that is um continuously getting more complex in terms of the
047controls and how mainten uh heating and air conditioning systems work. We talked about uh some maintenance storage items. Um exploring how and if we can add some um facility storage at our elementary buildings because we're continuing to reduce space that's used for storage of maintenance equipment in order to adequately uh program for our students. We talked about EV charging and shared the plan to continue to install EV charging stations in locations where construction is occurring through the use of grant funding and NAERTA. We talked about the building brighter futures project and shared some updates including um details on the athletic fields and our plan to have a usage and rental um plan in place before the end of this year. Um we also talked about um the new middle school music area and construction at
048Florence Brasser. In terms of the future ready project, we updated the committee on the progress of bid submissions. Um that project was bid out and on the agenda for tonight would be um options for approving those contracts. Um we talked about ongoing phases of new field development and also noted that we're on track and progressing well across all phases of the project. Um with us tonight are our architects and construction managers and they will share more as well. And then we talked about some other um things relating to our cheer program and some other events going on in the district and talked a little bit about that. Are there any questions? Okay, with that I'm going to do a quick introduction. Um here, um we have with us leadership solutions advisors. Um but before I
049introduce them, I'd like to give a quick reflection on how we got here. If you remember back to our October 7th board meeting, I talked about some particular challenges that our district has been um experiencing and will experience in the coming years. and the need to deeply explore options for the future to best position us for continued excellence in service to our school community. In order to adequately prepare and position ourselves, the district has retained the services of leadership solutions advisors, a team of highly skilled and experienced education professionals that will complete um the first phase of an exploration called an optimization assessment. So, here with me are Matt Cole and Kaz Tangora, two members of that team. They're all former um school leaders. There's two other members that have been around the district in
050in recent days. Um Mr. Cole has approximately quarter century of experience in education, including as a school leader, a superintendent, and um Dr. Tangora has had multiple superintendencies and has even served as the deputy commissioner of the New York State Education Department. So, um before I turn it over to them, I just want to do a quick plug. Um we now have a website up and running um that talks specifically about the comprehensive comprehensive long range planning effort. Um and that is www.gateschili.orglongplanning. There will also be a link um oh it's up there on the screen on the screen if um you want to refer to that if you have any um additional things that you want to explore relating to this effort. So with that I'll turn it over to these gentlemen. Thank you
051so much for being here tonight. >> Thank you. >> Thanks for having us. We're really um really impressed already. We've been here a couple weeks excited um celebrating everybody. But I guess I would really just display like what you just saw. Um the strengthbased growthminded approach that is in Disney that is you know it what's good for some is good for all essentially as I put a lot of summary on what you do. Um that's really what we're about and that's really what our process that we're here to share a little bit more with you is about is you all have the answers. The answers to what's next, the answers to where you're headed, the answers to what are the pain points and how do we resolve those are all out there sitting with your
052staff, sitting with your students, sitting with your parents, your community, with you, right? And we've learned through our experience um to put together a process that helps just facilitate that bubbling up. And as that bubbles up over the next six months, how do we then bring some expertise from our experience as well as the answers that you have in there and try to package them for you to have some choices and clarify some pathways to move forward. And so that's the that's the biggest piece. We were asked to have about no more than 15 minutes which I got very clear and crisp. The package that you have is longer than that. So, we're not going to go through every single thing, but again, all myself as well as our colleagues, we're all former educators, teachers,
053principles, superintendent, district superintendent. So, any board, meaning we're okay answering any question at any time about anything. Um, and moving forward as you talk with people in the community, like we will sit down and talk with anybody. It's we've got nothing nothing to hide. We're here to support you. And so anybody that needs a voice and needs to share like a thought about anything around the law, we'll we'll make time as we're here over the next six months to sit down with anybody, any small group, any individual, and just listen to what they have to say. That's all part of our process. So where we try to structure the kickoff is just around these five Ps um and our purpose. And to be as clear as possible in our proposal, in the work with your
054leadership team, right, clarifying that research question around how do you have optimal configuration of your school facilities to provide the best possible educational experiences to maximize organizational capacity and then finally to lead financial sustainability. uh as we moved around and started to meet your leaders um some of your staff you know we we we try to summarize that to say again from our lived experience as school leaders we always start with educational experiences what are you trying to accomplish for the kids here what are you trying to do with your staff right from there then how do you reposition organizational assets and resources to build the capacity to meet those needs for your educational experience and then finally yes important but finally How do you then make sure it's financially sustainable over time? I would
055say in general, we've done a couple days of tours and we also had a number of meetings with folks last week in the different groups that we do. You are doing more things right here than not. And and I think you know that. But I know it's also nice to have some outsiders who get to visit lots of different schools and do this both in our experience come and really be very direct and blunt to say we got a lot of things going right here. You really do not perfect. So if anybody at home or staff see this and they say well what about this space thing? What about this? Yes, there are things that we are going to work with you and your folks to to the pain points the pinch points to to
056iron out. But on the whole on the whole even as exemplified this board meeting, this this these board meetings that you just did don't happen everywhere. It's really amazing. It was powerful. It was empowering. You're you're celebrating students, right? Staff. Um it's really really nice to see. And I can just tell you it's not happening everywhere, 700 plus school districts in the state. And from our travels and journeys, we we can say like you got something going right here. And so continue to do that. And we're here to help you move forward with that. I guess that's where you hear our passion, right? I mean, it hopefully comes across as like we really are educators. We appreciate the hard work that folks are doing. As Dr. Ball mentioned, there are a couple other members of
057our team that roll through here. We each specialize in some different different parts of the game. Um, but um, I'm the major D. I try to make sure everything's moving and the process keeps moving and all and I keep my retired colleagues in line. Um, not that they're, you know, too over the top, but they're retired. That's why a few of them aren't here tonight because they're like, "Hey, I've got to go to a board meeting." They're like, "Are you sure I got to go to the board meeting?" I was going, "No, I got it for you." Right. Um, and so all being retired, superintendents at some point in their journey, um, Scott Bishop being a district superintendent, retired as well, and as you heard, he does not like us to say this, but our
058colleague Cosmo even spent some time at the Department of Education, New York State, as a senior deputy commissioner. So, um, it's not about us, but we know you need to hear some of those things that we're educators. Um, and you know, we get how schools work. And part of our process, too, is to make sure that we visit your buildings and talk with your people because every building is a different culture. There's stuff that you just don't pick up from spreadsheets um, and maps, right, as you're thinking about where are we going and what you're trying to do. So really appreciate meeting with people, hearing from people, thinking with people and that is built into our process that from launching I'm going to let you watch that on your own time but I encourage you
059there is a link in your package there of somewhere it is that we are going to make sure that we uncover we call it carefronting the brutal facts right so yeah you're we're going to have to deal with some things that start to bubble up we know that we need to engage the people closest to the work and so on our tours we talked about hey let's talk We'll talk to custodians and to head bus drivers and anybody who has a thought and a perspective of schools are important to hear and we bring into our process. Um, and we try to make sure that we have this communityinformed path that we'll talk a little bit more about. And so again, phase one here is roughly going to run through April. We're in this part here
060where we've completed those site tours, um, had some individual interviews, ran our first engagement day. Um and then we'll be circling back um in December to again run another day. We also build in other opportunities to make sure we go and visit people and talk with people as we keep moving through it. We say anytime you've now said you're going to think about problems or try to write instantly all these sound waves it creates a lot of noise. There's no there process will create chatter. There will be conversations. There will be speculation. they'll be, right? That's just part of living and breathing in a public school. Um, and so what our process tries to do is cut through that. What we've learned over time is that typically what would happen, um, is that you'd have
061this final report from these outsiders, right, and to the board and then all you're relying on at that point is what we refer to as face validity. If you do that, especially in today's environment, people prejudge everything. they've already got their answers before they even they're not going to read the report, right? Face validity just means like I know the answer before it all started. And so what we try to build in is that we have an advisory committee. So I'm going to share a couple quick insights even tonight that we've gathered in our short time here. That's all been vetted through the advisory committee. So anything that you get is going to have some level of touch points and a few of you are on the advisory committee here, right? Where that group is
062going to be like, "Yeah, that makes sense for here." Yes. Right. You got that right. Or here actually is a little bit more nuance behind those that information. So we think that helps in the process. We also encourage our our partners here to to build in these other groups and and it's a little rudimentary graphic, I know, but the idea hopefully it gets there is that that helps you cut through the noise as you're driving through this process and getting the community engaged with the thought exchange that we just uh finished yesterday. focus groups, stakeholder work groups, and student voices. That all helps you not just once but continuously through the process. We encourage them to they're there as much sharing as we go through the next number of months as they are giving information,
063right? And so those are the things that the conversations that happen right at the at the deli there in Wegman's on a soccer field, right on a Friday night dance. Like all those kind of things are where those social networks of all the different people involved in this process help cut through the noise and say, "Yeah, appreciate that. We'll pass it on." Or, you know, actually that's not really what we're talking about. Right? So it's it's that clarification and that conversation. We want to invest in as many people in the process as we possibly can. and your team's done a tremendous job of of reaching out, building those teams, having those move move through. We believe that once you do that, when the final report gets to you, then you also have this procedural validity
064piece, which um in kind of the ed leadership research really just means I may not like the answer, but at least you had a process, right? I may not like the answer, but yeah, you did you did talk to the right people, right? You did involve as many people as you have. And so while no process especially in today's discourse is probably going to be perfect um it does we find help get you the recommendations and thoughts that we want you to know when you see it it's all been vetted through people that are in your community doing the work living the experience as we move through it. So again, I said I was going to share a couple quick kind of themes from a couple days of tours, some early the thought exchange. Um,
065and this is the type of thing that you're going to see in those final reports, right? Space facility learning environments. I mean, there are your your folks, Disney folks in in particular, other elementaryaries. I mean, they h are have the most creative, resourceful approaches to finding positive experiences for kids and doing their best to meet their staff's needs. I mean, it's really miraculous as we walk through those buildings. The the creative nature of which they're using every square foot square inch probably I should say, right, of space to to engage the kids and support their staff. There are constraints though, right? that it definitely is an issue. It presents itself a little bit different in each one of your elementarymentaries, but there's definitely some things we're going have to keep working on and talking about
066and thinking through and provide you some different thoughts about how to how to maybe organize some things to go after those um special education, inclusion, alternative programming, right? There's definitely some some work and some thoughts around that and how that is floating through and and things that your staff um each indicated they they want to do better, they want to do different. Again, more things are working than not. So again, just want to really make sure you're here that even as we identify things, it's not be it's not from a deficit model. The district is doing well and you're meeting kids needs in a lot of different ways. Um and so it's just really trying to callull out like we also believe that through the process you put everything on the table. That's part of
067carefronting it. So that then when you bring pathways back of maybe possible changes, education doesn't work on a oneanddone kind of change, right? It's it's a people thing, right? We've got kids, we got parents, we've got teachers. And so one little change of has like 18 different things that come with it, right? And so it'll be about organizing all of those things to give you some pathways to move forward. um academic interventions, program expansions, certain a lot of extra levels of support have been put in place in each of the buildings causing some of the space crunch, right? Again, one thing often has a lot of different connecting points. And so, how do we work through those um a new ELA program, right, that people are working through. So, that that's part of it, too.
068And how people are digesting that, how people are implementing that, how you're training those things. um school culture, social emotional learning. You heard a lot of that in the goals that were presented tonight, but each of the buildings, right? Really putting that first and and upfront in their work of how do you make sure kids are have a good sense of belonging? How are they connected? How are they in relationship with each other because we all know as educators, you don't get anything done unless those things are moving. And so, they're all working on that. a lot of good examples of of good positive transformations in some of the school cultures around work that's been done in recent years. And so again, a good really positive forward lean, I would say, is what we what
069we glean from. Um, again, not just what people tell us, but we go to the schools and spend time there um as as part of our model as well. Some of the thought exchange again class sizes are growing, limited space, again recurring themes, right? That coming around how does that work? How do we get things moving through there, space being limited? Um, you know, most of you know this, but again, part of our processes even in this public recorded streaming way is to start sharing that. Um, some of what we heard and some of what we discussed is, you know, a lot of people know it, but maybe not everybody. And so part of the process over the next six months is going to be able to provide you a single set of of information
070that everybody can work from as they think of where we trying to head as we move forward. Again, leading the way in terms of work done for equitable assist. I'm even just in some of those examples while we travel and do some of this work in other schools. Instantly I'm saying, "Hey, yeah, you got to you got to call them up. You got to go see how they're doing the sensory in the hallways." I've done that probably twice in the last two weeks since visiting Disney alone. And again, it's not just Disney, but they were here tonight, so they're fresh in my mind, making the connection and celebrating your leaders that are here. Um, so there's a lot of really good things again that you that you will build on and certainly other schools can
071learn from as they go through this. Um, and I would agree this comes from the thought exchange, right? Uniquely positioned to be in a really good spot moving forward. So the strategic planning process again is building off of a number of good work. We we do work in a number of districts. Um and so actually just even driving through here looking at beautiful spaces um engaging in be beautiful spaces again not everything is perfect and work still needs to be done. At the same time you're operating from a from a position of strength like you've done a lot of really smart this this doesn't happen overnight. It takes a lot of long-term planning building momentum and it's very clear that you have that and we're really excited about being involved with that. So last is
072just to clarify the product that you're going to receive is we will work through this process of engaging all those people. We will then start formulating different potential options. There's four on the screen. Four is not a magic number. There might be five. There might be 15. All right? We'll we'll move through the process, but we're going to lay them out and they're going to be bundled in again two or three or four things that once you start pulling at one thread, it also will mean a couple other things have to happen, right? So we call them pathways and options around like all right well it might be moving this grade level to here maybe that then means this program has to be there right like if there's no one clean thing. It's it's a
073big complex process um and system and so it'll have bundled in it this is what it does and we'll look at each one of those and let you know because any kind of change even an option that says stay the same we're going to do. So you always have one option is like do nothing and we'll work through with people and with this of strengths, weaknesses, opportunities and threats. Do a simple high level SWAT analysis of what what would that look like if you do nothing? What would it look like if you do this? What would it look like if you do that? So you have a range of information that you have. Um and the SWAT analysis will also be done with those different groups. So again, it won't just be outsiders thoughts. We're
074going to work through those stakeholder groups um through the advisory committee. So they will all be able to put their thoughts on it. So when you get that product um again it's not just outsiders coming in and looking at it's your people also as we facilitate the process and we move through it. We'll also then rank those on a very high level in phase one. Our goal with phase one is to look at a bunch of options and just get directionally where you think you should then do more research instead of researching everything to the nth degree. It's finding a couple of those pathways and researching those a bit more to get to the details. And so this scale just helps us kind of get that direction which is saying from the three categories of
075educational experience, organizational capacity and financial sustainability. How do those group of changes in an option or a pathway is it improbable to probable that will make a positive difference? And so we have a process that then looks at each one of those, ranks each one of those and eventually puts some metrics to that so that you have some scoring that goes on so that you can then move into further phase two with us or with other entity with other groups um that then looks a little bit deeper in it. And so we end with the last P of this partnership. Um we hope that you hear it even in my presentation. We hope that people will share that as we come in. uh we are committed and vetted bested partners with you. We want to
076be an extension to give capacities to your leadership team. They all are doing um you know great and heavy and serious work on a daily basis. This stuff is important but also can become extra and so we try to provide extra capacity where we're working in partnership with them to move things forward. uh we've sat in your seats um and leadership seats, right, and gotten reports that didn't land right. And so we work really hard to make sure we are rendering rendering ourselves relevant at every moment in time to be learning, to be sharing, to be giving. Um because we're all retired, we don't need to do this. We do it because we want to help you. We want we want to help kids. We want to give back. We want to be involved. um
077not because we want to travel across the state and you know all those kind of things like we've done it and as you see a few of my members are like do I have to go to that board meeting like no you don't right so but they love the work they love being with the kids so um with that being said I don't I didn't time myself but hopefully I'm close uh Mr. Probably not. >> No. All right. Any questions or anything I can answer? >> We appreciate the effort. Do you guys have any questions, comments? >> Thank you guys for being here and for your work so far. >> Appreciate it. >> All right, gentlemen. We have our capital project update. Good evening. Just a reminder, I'm Zach Mooney from Campus Construction. Uh we
078are very pleased to share our updates for the Building Brighter Futures project today. Uh the last month, the contractors completed the interior wall framing at the middle school music space as well as the uh began the brick work outside and uh installed all the exterior doors and windows as well. Uh they've continued hanging duct work in the space and running conduits for new electrical work as well. at Florence Brasser. They've completed the old nurse's office drywall and ceiling work and the new uh main office ceiling work as well as started the new art room and hardwood floor patching in there. at the middle school fields. They have uh completed the roofing on the new masonry dugouts as well as uh completed all the new top soil and uh seating for new grass and the sidewalk
079paving as well as the new uh parking lot expansion. The plumbers have completed their uh work for the bathrooms in Florence Brasser and are beginning the finish up at the main office. And mechanically, they've started the duct work and piping for the new heating system. and electrical. They've continued to pull wire in both Florence Brasser and at the new fields at the phase three bathroom renovation. They have completed their under slab uh plumbing work for all the new toilets and sinks and they will uh they also finished the concrete for that floor. Uh the next month we expect the contractors at the middle school music to complet the drywall and finishing in that space. Uh start the painting right after and uh finish up the exterior facade for the new brick. Hopefully we see case
080work as well. At Florence Brasser, we'll we expect the new ceilings to be installed all throughout. Uh new tile work in the hallways and painting as well. And then the aesthetic panels outside for the new entryway. Uh at the middle school, we expect to see the field training for district staff. We are coordinating that now, finishing that up and begin the punch list work over at the fields as well. At the bathrooms, uh they already poured the floor back and they are underway for their new wall framing and begin drywall shortly after. Currently, we are showing 90% build by the contractors for phase one, 877% for phase two, and 14% for phase three. Here at the middle school music, you can see the new stud walls installed for some instructional offices. Here is some drywall
081hanging over at the new chorus room. And that is the west wall for the new brick work with the new door at the fields. They've completed the sight bench concrete pads and you can see all the seating in the grass. That's a picture of the asphalt paving for the new walkways. Uh real exciting one here. Uh relocated and replaced an old fire hydrant. Here's some drywall for the new art room at Brasser. Uh new heating system along under underneath the windows. And in the new ELLL space, some new lighting, ceiling, and painting. Another same example at the speech room across the hall in the counseling suite. Just more mechanical work and drywall finishing. Same deal here. And then in the new instrumental music in the back of the building, uh, same deal, just painting all
082the new drywall and hanging the system, the ceiling system, the middle school bathrooms. Here's a picture of them cutting the floor and then all the new plumbing installs for the new toilets. Any questions or comments? Thank you so much. >> Thank you. >> All right. So, at the last meeting, we started talking about our future ready product project. Uh since then, we as Dr. B had mentioned, we publicly bid the phase one work last Wednesday. So, that is uh in front of you today to um award. But a quick agenda for the future ready quick phase one updates the timeline for phase one uh construction and then what comes next uh as a group. So we received bids last Wednesday as I said our low contracts are TME excavating for our site work at about
0831.7 million. Americana Enterprises will be our general or if approved will be our general trades contractor at 2.655 million. Delta Monics, who is our current phase three plumbing contractor, was the low bid uh for plumbing at 110,000. Pippetone Enterprises, who is our phase 2 mechanical contractor, uh was the low bid for mechanical at 1.26 million. Connor Hos will be our electrician at 592,000. And then through a state contract, we have pursued corporate floors USA for 980,000. And that is for Neil Armstrong and Walt Disney's floors. Um the student among you may notice that 106 and 107 are missing. We're still pursuing those. Those are our temperature controls and access controls. Uh we're finalizing that with the automation for uh integration into the project. Construction schedule. High school. Uh in the spring, uh the last meeting
084we talked about the scope of work. We'll be doing the fields fencing, the gates, and the bleachers. And then over the summer, interior door replacements. The middle school uh the summer exclusively will be the air handler replacements. There are two at this building. Neil Armstrong. In the spring, we're going to start the wall modifications uh in the open concept classrooms and then over the summer painting and flooring all of those rooms. Walt Disney, similar scenario with the wall modifications and flooring replacement, but that uh building is also receiving a basketball court and new fencing. And then at the operations center, this is the bulk of just timeline of work from January through August. We'll be doing uh maintenance area training and storage space renovation, the warming kitchen renovation, bathroom renovations to support the Spartan Stadium,
085and then some exterior upgrades around the warming kitchen, uh small grilling area, some concrete patio. uh the phase two timeline which we talked about at the last meeting we were at as well. Uh December submitting to the state uh spring summer planning and then bidding and awarding the phase 2 work and then fall of 2026 is our tenative construction start date. And then this is a four-phase project as we've talked about before. Uh phase three and four are still in the planning stages stages. 2025 December phase three will start designing one year later that will be submitted to the state and then due do some aid uh MCA resets and things that we can go to at another time. Uh phase 4 will start design in April of 2028 and go into the state April
0862029. Right now we are projecting construction throughout the entire future ready project to go through 2032. So what comes next for phase one? Uh over the next month contractors are going to mobilize if approved tonight and contracts will go out tomorrow. they will mobilize, start getting their insuranceances, their bonding, their submitts, preparing for the work. And then January 5th is our start date for uh the operation center. And then we'll continue to give regular updates to the board board of education. Phase two, like I said, submission in December. And then the campus team will start planning the logistics and phasing of all of that work with building stakeholders and district administration stakeholders. >> Questions? Any questions? Thank you. >> All right, that moves us on now to our consensus agenda. Can I have a motion
087to approve the consensus agenda? Miss Jennings, Mr. Long, any questions? All in favor? Vote is unanimous. Can I have a motion to approve consensus items C through H? Have a motion? Mr. Long, Miss Mchella, any discussion? All in favor? That is unanimous. That moves us on now to our action items. Can I have a motion to approve Lisa Young who has completed the APR training for lead evaluators of teachers conducted by Monroe to Orleans Boseies on October 20th, 21st, 27th, and 28th, 2025? Can I have a motion? Miss Jennings, Miss Davis, any discussion? All in favor unanimous. Be it resolved that the board approves the following tenure appointment at the November 18th, 2025 meeting as recommended by the superintendent of schools, Jasmine Torres in the tenure area of speech language pathologists. Can I have a
088motion? Mr. Long, Mr. Reinhardt. Any discussion? All in favor? The vote is unanimous. I have a motion to approve entering into contracts for the 2025 capital improvement project phase one for responsible low biders. Can I have a motion? Miss Jennings. U Mr. Rowski. Any discussion? All in favor? The vote is unanimous. That moves us on now to our superintendent comments. Well, I want to start off by thanking each of the teachers, staff members, administration, and members of the transportation, security, nutritional services, communications, and facilities teams for implementing our emergency plans yesterday with Fidelity. Yesterday morning, we unexpectedly had to evacuate Paul Road Elementary, transport students and staff to the high school for a carbon monoxide need. Uh, each person contributed to keeping our students needs first and making a unique situation just another day at
089school. We had a great team of professionals that really showed up for our kids yesterday. I also want to remind everyone that we will be closed for Thanksgiving recess beginning next Wednesday, November 26th through Friday, November 28th, and be back in session on Monday, December 1st. As you've heard a couple times tonight, everyone's excited this week. Make sure you get to attend one of the middle school's performance of Elf Jr. Showtimes are Thursday and Friday at 7 at Gates Charlie Performing Arts Center. Tickets are $10 and on sale now gates.org/tick. I'm also proud to share that Gates Charlie has received seven NISPRA communication awards. This year's honors include five awards of excellence, which is the highest honor for our brand new district website, our print district newsletter, and three writing features, including an article about
090literacy that appeared in a statewide publication. These results reflect our commitment to clear, timely, and authentic communication that supports student learning and family engagement. And last week, our community came together to harvest health and wellness at our annual fall family fest. Hundreds of families and community members came out to the Spartan Fieldhouse for this event centered on wellness and connection. The night was filled with food, fun, games, crafts, performances, and more. Thank you to everyone who attended and those on planning committee for making this event happen. and save the date for another night of laughs and fun in our Spartan Fieldhouse as the Gates Charlie Education Foundation welcomes back the Harlem Wizards. They will play against the GC faculty, staff, and administration allstars on Friday, January 16th at 7 p.m. Look out for more information
091in our December e newswsletter. We'll once again be seeking budget ambassadors from our community. This is a great opportunity to dive into the district's budget and understand more about how we fund our operations. No experience is necessary, but ambassadors must be residents of our district. A maximum of 15 ambassadors will be accepted into the program on a first come, first- serve basis. This year's meeting dates are Monday, March 9th at 6 p.m., Monday, March 16th at 6 PM, and Thursday, April 2nd at 6 PM. To apply to participate in this program, complete the form at gateschtal.org/budget /budget ambassador by Friday, January 9th, 2026 at 5:00 pm. I also want to thank the numerous staff, students, and parents and guardians and community members that have already volunteered to participate in our long range planning process. As
092you heard from our educational partners tonight, this will help us focus our path forward to continuous growth for years to come. I'd also like to thank board members, Mrs. Zerbonowski, Mrs. Davis, Mrs. Littlewood, and Dr. Richards for attending many many sessions to learn about how to continue to make Gage Charlie the place to be for all our Spartans at the NISBA convention. Your dedication is appreciated and taking time out to continue to learn to make GGC better is much appreciated. And finally, a big thanks to the backbone of our district, our school related professionals. SRPs were honored today during school related professionals day for their outstanding contributions to the school district. We are so glad you chose GC to make your impact and continue to make your own. That is my report. Mrs. >> Thank
093you, sir. At that I'm going to ask for a motion to our meeting. Miss Jennings, Miss Davis, any discussion? All in favor? What is unanimous? Our meeting is adjourned. Thank you.