HCSD BOE Meeting 11 20 25

001I can cook. Call the meeting to order. Welcome to the November 20th, 2025 regular business meeting of the Horses Central School District Board of Education. Uh we could begin the meeting with the pledge of allegiance. If you please join me. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. First item on the board's agenda is to adjourn to executive session for purpose of conducting um individual tenure reviews and to discuss individual personnel matter. There's no action to be taken in executive session. Is there a motion? >> Second. >> Any discussion on the motion? Okay. Call for a vote. All those in favor say I. >> I. >> Any oppose? Nay. Extensions. Okay. So,

002we will adjourn to executive session and expect to return to public session at approximately 6 p.m. Thank you. Okay. All right. We as I said return from executive session where we discussed individual tenure reviews in an individual personnel matter and no action was taken. We are now going to move to the next item on the agenda is the approval of the minutes. Item two, we have minutes from October 16th regular business meeting item 2.01 for approval. Is there a motion? Any comments or questions on the motion? moving forward. It would be really nice if I made during narciss American votes because there is people who are my child requires hearing them and I think it's important for people who regarding people who watch the live broadcast and hear it be able to see our names.

003So I think asked it should be changed because I don't know that's why I don't know um because her name should be in there. >> Thank you. Any other comments? >> Just one correction. Um on item 2.01 it shows both myself and well I know I was not there for that too. should be an accident and Julie I don't think you were there either. So we should both be marked as any other comments or questions for the motion. I'll call for a vote. All those in favor of item 2.01 say I. >> I. Any opposed? Nay. >> No. >> Any abstensions? Okay, the motion carries. Next item on the agenda are community questions and comments. Item 3.01. And uh just as a brief reminder of the board policy 2370. We have a 30 minute time

004period set aside up to 30 minutes time period for comments to be heard which can be extended by a vote of the board. Comment shall be held to five minutes for individual speakers. Public comment period is not designed to be a discussion but rather an opportunity for the board to listen. Accordingly, board members will not typically respond if thoughts, questions, and concerns posed after board meeting. Uh and it is important to remember that uh complaints about individual personnel matters are not appropriate for possession. And uh if that were working against I'd have to stop comments. So, do we have anyone that would like to address the Tory? So, uh please approach the podium. >> Yes. >> Excellent. Beth Engleman, 4889 Hill Road. Uh good evening. Hi. Tonight I wanted to take a quick moment to

005celebrate a group of people who are really really vital to the heartbeat of our district. This week was the celebration of school related professionals day on November 18th. Uh school related professionals is a super broad description. It covers all groups from teaching assistants to aids to cafeteria workers, social worker, social work assistants, custodial, so so many people. And as the president of one of these groups, the HSFA, I wanted to take a second and express my appreciation for the horses SRPs and just so many of the people whose work often happens behind the scenes, but whose impact is in every classroom, hallway, and students life. SRPs are the steady hands and calming voices that help keep our school running with a consistency and compassionate care. They are the folks greeting students with a smile even

006on the busiest mornings, offering patients when challenges arise and stepping in wherever wherever and whenever they're needed um often before they're at. They support, they uplift, and they are just the glue that holds our school day together. Um SRT work um is not only essential, it is transformative. Every day I watch our SRTs help students succeed in trading tricky passages, guiding small groups through challenges or just supporting kids who might need um the grace of moment to regulate themselves. They are doing the countless organizational tasks that just allows our buildings to run um and make such a difference. So, I feel like their work happens deeply and they show up with a heart and a resilience and a commitment to our kids in our building that really deserves to be celebrated. Um, and I just

007wanted to take a moment to stand up tonight and give the fantastic people I work with a shout out for everything that they do. >> Thank you very much. Press you must turn it on. >> There you go. Go ahead. >> Uh, good evening. I'm Billy, president of the HDA and um did something different this month. I sent out an email asking for teachers to send me um kind of like wins and uh lots of things going on in their classrooms or uh in the different envir. Uh so I ended up with about 10 of them. Um, Sierra Lango and Julie Lamro at the high school reached out and wanted to point out that their English 151 class uh had a uh an assignment where they were doing research papers and all the student turned

008in the entire class turned in their totally finished research paper. So Sierra and Julie wanted to acknowledge what a big accomplishment that was for their students. Um Tiffany Brz who's at the middle school and high school um wanted to recognize the students and dignitaries from uh Nakoda Japan who had visited and what a great experience it was for all of them. Um the sister exchange program. Courtney Whitmore at the intermediate school uh wanted me to cite how the rotating band and orchestra lessons at the intermediate school are a huge success and both Courtney and Tom Solver who are who is at Big Flats Elementary. Uh wanted to acknowledge how the 4-day cycle structure has been extremely beneficial um for the increased instructional time that their special special area subjects cover. uh music and physical education

009respectively. Neil Falls wanted to at the high school wanted to acknowledge the benefit of the development and they come from where cell phones are highly found. um but that they were how nice it was um to be playing a documentary in this class and to see everyone actually paying attention rather than having their phone ready in their laps and staring down. Um Stephanie May at the intermediate school wanted me to acknowledge the exceptional experience that working under Tim alone and Robin Drain has been so far. um that they listen and offer support, create an environment that allows for collaboration to flourish and staff feels valued and heard. So that's interesting. Uh Emily Plumber also at the intermediate school uh wanted the board of education to know that from looking at assessment results through the AIS

010program at the intermediate school so far it's evident that students are making positive gains in filling um fundamental literacy gaps due to the good work of is service providers at K4 levels. Jillian Basinardi had big plans. Uh wanted me to thank the door for looking at and expanding the prek classes and extend a thank you for seeing the value and budgeting for the prek level necessities and especially uh to acknowledge Joe Kohler for helping them do forward with them. Um, at the high school, Chris Roberts was named the New York State grouping chapter 8 school psychologist of the year. So, congratulations to her and uh through Brian Carpenter, a teacher at the middle school who is the social director for the HBA. Uh the HBA is participating in the delivery of builder bags through meals

011on wheels program and has adapted a family for the holiday season. So just some of the good things that are going in. Thank you. Thank you very much for sharing all that wonderful wonderful year. We appreciate it. Appreciate all the folks in the that providing that information to you to share it. We have other members of the public that would like to address these. >> Good evening. My name is Tracy Mloud and I'm at Garden Road. Good evening members of the board and thank you for the opportunity to speak tonight. I wanted to share two concerns, two key issues that directly impact our youngest learnings in equities and scheduling, particularly regarding kindergarten specials, lunch and recess and the impact of double schedules on instructional faculty. Before and after the master schedule was finalized, kindergarten teachers

012across the district caused multiple concerns, especially about having specials so early in the day, combined with more than 3 hours of afternoon instruction. Before the school year began, the kindergarten schedule was changed in two of our three elementary schools. Due to special education needs at Gardner Road, scheduling changes could not be made for our kindergarten students. This has created a clear inequity among our schools. Currently, Big Plats and Ridge Road schedule kindergarten specials such as art, music, and physical education at 11:20 a.m. While at Gardener Road, those same specials occur at 9:40 a.m. When specials take place that early, they interrupt the prime morning learning block, the time when young children are most alert and ready for academic instruction. In contrast, students in the other two buildings can engage in sustained learning throughout the morning

013and then transition to schedules closer to midday. As a result, gardener room students experience a longer, more demanding afternoon of academic instruction, nearly an hour and 10 minutes longer, which can be challenging for four, five, and six year olds who focus whose focus naturally declines later in the day. This inconsistency matters. Research consistently shows that kindergarten students learn best in the morning when their attention, stamina, and motivation are highest. When their most challenging acade academic work is pushed later into the afternoon, the quality of learning and the ability to maintain engagement increases. As a result, we've unintentionally created an uneven playing field across our district. Kindergarter students in one building are being given in two buildings are being given an optimal schedule for learning while those at gardener road are not. That's something we can

014and should address. Another area of inequity lies in ELA instructional time. According to the master schedule, big flats and ridge road derive 10 additional minutes of ELA each day compared to Garden Road. That might sound small, but across the year it adds up to 1,800 minutes, about 30 hours or nearly a full week of literacy instruction. This difference means some students are getting far more early literacy exposure simply because of the building they attend. We also see inequity in the impact of double specials. At Gardner Road, double specials significantly reduce math instructional time, while at Big Flats and Goodro, the loss falls mainly on science and social studies. Specifically, the Garter Road double specialists once in a 4-day cycle, eliminating about 690 minutes of math each year, rough roughly 13 days of instruction. At this

015stage, every minute counts. Kindergarten is when children build the early number sense, pattern recognition, and problem solving skills that form the foundation for all future math learning. Losing nearly 700 minutes of instruction means fewer opportunities for hands-on exploration, small group support, and the repetition needed for mastery. This was especially concerning because early math readiness is one of the strongest predictors of later academic success, even more so than early reading skills. Reducing math time for our youngest learners risk widening achievement gaps before children even reach first grade. Massive scheduling differences are also creating disparities in social studies and science instruction. Guard students currently roughly 130 more minutes annually than students in the other two buildings. These variations mean students learning experiences now depend more on where they go to school than on shared district standards creating

016an inequitable experience for all. There's also a difference in when math is taught. If it flow math occurs from 12:45 to 1:35, a gardener vote is scheduled later in the day from 1:40 to 2:30 when many kindergarteners are naturally tired and less focused. That shift needs to be minor, but for young learners, delaying instruction by an hour in one building can make a significant difference in their ability to engage and ex and succeed in math instruction. Our goal should be to ensure that every kindergarten student, no matter which school they attend, has access to the same high quality, wellbalanced learning experience. I respectfully ask the board to stay deeply engaged with these scheduling disparities and to advocate >> please go ahead >> and to advocate for equitable developmentally appropriate days for our kindergarteners. Our children

017feel the impact of these decisions every single day and they need your continued attention and support. Thank you for your time and for your continued commitment for to doing what's best for all of our students. Thank you very much. if I can. Have you had a conversation with either HBA, Tony, or Joe by any chance? Okay. Is I will come over and follow up because I'm not necessarily aware of everything that you're saying, but we'll look into because it's not supposed to be different building. I know that. >> So, have they talked to your building administrator as well? >> Yes. >> Okay. I'll follow up with them first and I'll touch reach out to you with my team. Thank you. Have got anyone else who'd like to speak? Okay. Thank you very much to those

018who spoke. We appreciate the time and the efforts put into sharing that with the board. We will move to the next item on the agenda. Item four or 01 the report from our student representative from Jefferson. Good evening. >> Hi everyone. So going into our winter season now which is very exciting but I wanted to take a moment to recognize the athletes that have extended their fall season. So we have swimmers Karina Lier Ali Leia Jaro in the clash and Caroline Wilcox. They'll be competing at states at the work certified center in Rochester. So it's very exciting. Very exciting to be there. We also have cross country athlete Nick that will be competing in a federation race at Park in Duchess County. It's very exciting that these athletes have extended their fall season a great

019sense of pride with their sense athletics. Um and for winter sports um sports have already started for varsity athletes but they also have clearly is still looking for athletes. Um they practice at Crystal Lanes and there's free busing. So if you know anyone or if you have a child that is interested in bowling, please contact Mr. Jacobs. are still looking for athletes to complete their team and also unified bullying has not started yet. The registry is on December 5th. That's when it starts and then the start date fee for practices are January 5th. So if you have a child that would be a partner of a great day and then some writing show was a great success the previous Sunday night and it was great. So shout out to Kenzie for starting out for the

020grant and I hope it continues to thrive and grow next year. Let's hope you get >> Thank you very much. Appreciate your report. >> Next item is our presentation uh for which there are 5.01 One of them >> something at 8:00. I can't remember what it is. Yeah. All right, good evening. Um, we were tasked to put together a little bit of data presentation and if you know me and my team nothing has done very little. We like to explain ourselves and make sure there's thorough understanding of the information provided um to the board and to the public and won't be talked about in the book as we do some wonderful things that Bill mentioned earlier and this is going to celebrate that some of this you hear from some of us enough we would

021like to hear so we're talking about practices and our MTSS work so as a reminder we're going to start from a large like overview kind of review for those new to the board and new to listening to the presentation we like to do a little backwards door set. This is what we've been doing. Just a reminder, get them get things to remember what we're going to do. We're talk about MTSS academic data and look at some states tests. Last year in November, uh December and January, um team and I put together a presentation on how we use assessments. You're going to see a little recap of that. component specifically on some um breathing through weight map some science and even get into some regions a little bit as I've been getting those subjects a quick

022reminder of revisiting the work where we're heading this year and the work that we're we're doing and how the design and schedule and some of the work that we're doing and the successes we're seeing admitting fully as well there's a lot of tweaks that still need to be happening and those ongoing conversations be having great unions lastly question learning goals It is on the agenda later in the uh later on is our professional learning plan created by our MTSS team and what that work looks like and how it's catapulting for next level. So folks quickly these are very a bridge this document itself takes about two to three pages to describe all these different goals like we have a first goal that aligns with district report graduate state is releasing some information apparently in January

023we might know a little bit more about where they're heading with their capstone and similarly the performance assessments and what they're considering primary standards but know if as you do it for quite some time and working on assessments we had our internal goals of creating performance assessments. We haven't waited for the state on anything. We're not going to wait now. It's the right work. Uh we want to ensure that we're hearing uh continuum academic behavioral assessments. Um our continuation on multi-ter system supports and instructional consistency. Um we want to strengthen what we're doing sharing the priority standards. This is important. We've had groups of teachers over the time looking at priority standard work, but that's only like a change order number, you know, one, right? It's your lowest change order. We we need to make

024sure more people are in the process and having these conversations. For those that have been in it, it's great. It might seem like a little redundant, but it's important that they have them and they're having to learn about more people talking about those assessments and uh reflective planning system practices and how we make it all priorities that we want to put into place. And of course going back to our 2030 work constant wellness, belonging and transitions that we've worked through the last couple years and moving forward with our team as well as other teams. It's not side in one spot, right? We see it everywhere from our building leadership team our site based teams to uh pts our wellness team in many different places where we we've carried this forward in the spirit of that

025we start think broad our why problem solve very passionate about our work for all students portion of the graduate is what we're trying to accomplish in MCSS system academic behavioral social emotional tears your universal support one places that visit they don't live just look at the bold words it tells you everything we know child framework all students academ social emotional behaviors and all students so last year we talked about this understanding the hidden history of sex and how we use it That's a system from an individual teacher in the classroom providers to our administrators in the building or site based teams. How do we get information? Take a read. I'll read that as welcome people at home. Imagine just setting the stage. Imagine if your doctor could only assess your health once a year using

026a single standardized test administrated on a predetermined date. Regardless of whether you're fighting off the cold from a recent parent interaction from an educational journey, you sit in the waiting room nervous that you're not at your best. Now imagine if the test ignores your sick health concerns like that of the elbow pain, somnia you've been experiencing. Then results arrive at the police layer too late to make any immediately informed your treatments. That's our state assessments. Right? That is the essence of our state assessments. They're not useless. But as far as working as diagnostic to address the students need in the moment, they are a accountability tool, something we use at a larger systems level. Our guiding question is always that how do we use direct child we look at the academic behavioral and social emotional

027and we're going to highlight that we have a continuum we have many assessments we use from ongoing informal assessments that our teachers do on a daily basis all the way through the diagnostic benchmark being we detailed these last year refer back to our December presentation if you are so inclined and we'll give you some more detail of each the most important are of course being that employer to make meaning to transfer the information. Our New York State assessments have uh representation for the time to acquire knowledge and sometimes they can meet even some of the writing tasks. Transfer is another thing, but that's the requirement of graduate work. Again, I'm going to recap just what our state assessments do and what they're used for. Um and uh really to targeting our instructional program and it

028needs possibly for a individual student on top of other data sets we have never should be defined as person by one data set by one single point of information should not be how we chose a child ever why we have teacher informal we have our benchmark game we have our diagn we have a lot of these including this New York state So let's look at the confusion of this chart. Many people think of our assessments linear as far as year to year. You see 22. I'll walk through an example. We'll start right at the top of the chart with you know reading ELA. In 2022 23 we had a proficiency rate and your proficiency rates have put that on the slide of 82%. The following year a different cohort took the exam that particular year

029semester January and June had 97% appreciated with students took it for permission. The following year 84 different groups of students each year the purpose of the coloring is to show you a cohort as they go through the grade levels from year to year. So the colors should you know starting we only have one data set in the grade BLA 58% of the kids in 2024 25 and third grade class of 2034 were proficient on that assessment. So you can see a trend vertically how the cohort moves from year to year. You can see some eb and flow up and down. Others we see some good gains. Others are plateaued. Again, it's a one it's a it's a single point assessment not to judge those kids but to look at random system. What is glaringly obvious

030is how does the state tell us only 37% of our kids in 2022 23 were proficient in creating ELA thirds and then all of a sudden we're going to have 80 plus% pass rate on the ELA regions. There is not alignment. These numbers don't mean much in that aspect. They are tools to determine the curriculum and the gap analysis of what priority standards are being tested. What is the state looking for? I can't emphasize that enough. If you were to go back prior to 2023, which state that's a state quote that says it shouldn't because prior to 2223 there was a different set of standards. That was the standard ship at 2223. So look at 2122. would be useful and also with a postcoavid year. Not very good data anyways. Last solid piece of data

031would be for the 1819 school year. But regardless, we had a standard change in this assessment change. So if you were to trend that grade through to the class of 2027, you know, it's at 39% 8th grade, I will guarantee you they're going to be well above 80% pass rate in the ELA regions. So there isn't a good correlation here to say, hey, we're doing poorly in third through 8th grade. What are our teachers doing? What are administrators doing about it? We're doing well. Okay, this is just single folks. What other else to be considered is the number of students that do not take the test. That's from the past, right? The refusal system. You might remember that. We still have students that refuse and sign and not take these assessments. starts small. Less than

032about 5% of our students um in ELA in third grade do not take the test. It escalates in ELA. You see about 15% in um assessment. So 8% of 13 15% of our kids in eighth grade are not representative in that stats. See at the bottom the changes and we have change account with the administration of two new exams for the nextG standards and math shows similar stories. We see some uh some numbers that carry through. We have some major shifts. You'll see they've been busy New York State and the change in the regions assessments and ELA assessments. Again, we follow a cohort. see some trending, some ups and downs, some decreasing. Um it just varies. It's not a single point in time. Um worth we do know if you education goals in education. There

033was an article written in the 90s by Robert Lyn called assessment accountability. It talks about how statewide systems change their standards every seven years. You only see a tipless standard before going back up and plateauing. At such time the state changes the standard again, changes the test again and your teachers are trying to figure out what's going on with the state test. They constant they get used to it grades go back up on the state test and it plateaus. Guess what? In 2024 we saw some regions geometry that's missing there was change. You'll see that 8379% for that particular grade level sort of that course worth geometry bank you'll see the same thing happen the algebra 2 but again we have standards change test change but cohort wise matching your grade up to your regions

034level is not good use of the stat again shifts from 22 23 for 8. Also note our eighth grade math does not include those taking eligible in regions in 8th grade. We do not take the grade assessment and our numbers in math because it's a second assessment. If you ask Mr. Holloway, we see it every year. Oh, it's state assessments on here for the LA in time. They get their note in to refuse the math one which comes after ELA. So our refusals in math about 24% is do you not have to take that assessment. I say seventh grade because eth grade numbers are because you're already pulling out 70s something students that are taking algebra plus those that repeat. So our eighth grade numbers don't tell us much as a system. As far as

035students accountability to the curriculum, there's something we can look in the gap analysis. You can see the busier that they've been. I do also want to know geometry was an ugly one that was the one the state usually they give us a notification that they're going to give the test both tests the new test and the old test at the same time in June so they'll run it in January the old test they'll run the old test again in June and then our students take both old tests and then the following year the new cohort the new school year everybody's on the new test for January this year the state said no were pulling it out in January offer it in June. So all our geometry teachers were stuck holding the bag saying, "Oh, there's

036no test being given that we've been preparing our students for." So that anomaly also happened in geometry of that particular year. Science by the way I don't show cohorting at the regions level because of the way our semester ends. There's no clear way. You can you can take both algebra and geometry freshman year if you double, right? There's not a good way to show a cohort when you get to high school in these particular likewise with with science assessments. So, we had major shifts in our eighth grade and the fifth grade um assessments occur. The last administration um of the fourth grade and then skipped a cohort and they picked up in uh in excuse me, skip the fourth grade and they took the fifth grade. You'll see the first administration of the test was

037at 31%. Guess what? No surprise. Our teachers got Oh, yeah. This is what they're expecting. This is the new test. They came more prepared and you'll see it increase to 51%. 2425. Likewise, you see that shift in science and then no strong correlation to your proficiency rates once you get to the region something can't say that 29% of those kids are not proficient in 23 24 and all sensor it's likely upwards of 84% pretty regions we do have some major shifts coming down that Tiffany and her team have been working to ensure that that we science curriculum, including work with the fifth and sixth grade and the new changes that happened there. Um, our refusal rates at this are are not too bad, but our living environment students are not represented in our eighth grade.

038We do not take this assessment. So living environment, salary, speed of wheels in the middle school would be that number. So what do we use this information for? Great question. We're going to answer assessments are important to us, especially with the lens of curriculum and instruction. Well, this is an example of what we use with our staff. They're very good at looking at the standard language and really articulating how do we do this better? what does that look like? It's not going to help with the students in front of us in this, you know, in the school year. However, it does help us as we start to think of school. But we share there are some limitations. Although we can use the data, it doesn't help us with the students in front of us. And

039as we've been sharing it is one piece of the puzzle big trend is with data but it's not we need to really be able to answer the question probably assessments throughout the year to respond to the students need the years and that is the whole purpose. So, not only will we use this to drive our reduction for the following year, but we need to think about what are those systems we can use. Now, just to bring you back to speed, this is some of the work that we did last school year and walk through what our teams did and our teachers and all of our staff participated in focus on learning this. That focus really was to talk about MTSS framework. What does it mean for us as a district? Start to quantify it. How

040can we take this framework and really look at our systems and then make sure that we spent a lot of time just looking at our key definitions and what that means across the district. We really wanted to spend time making sure we were clear with what those definitions are from all we celebrated current practices that were aligned framework. We also identified necessary shifts and current practices that we may need to make in the future. solidifying that provides your definition although that only took one year that is a lot of hard work to really by the end of March conf. And as a result here are definitions for the three tiers. Tier one access to essential grade level standards for all Smith students. We look at this as we mentioned in tier two additional time and

041support to learning essential grade level behavior and academic standards for learning about the interventions and extensions during this time. And then tier three intensive reinforcement and rehearsals for foundational skills from prior years. really important for us to collect the feedback from our staff in March on March the March conference day 2025 overall feedback was we need to really spend some time in the following year this school year to deepen our understanding of priority users they haven't identified in the process but we really can speak together they also stated that they need time in their schedules for interventions extensions without tier Time for collaboration with colleagues and streamline and then the alpha staffing and of course ongoing professional learning and support as we're exactly to this school year. What is our focus for this school year?

042How do we connect our MCSF to our priority standard which is what the staff had asked for? We spent some time in our October conference day really learning about this protocol priority standard protocol. Teachers and staff members had an opportunity to look and start to unpack some of those standards and then really we're going to be starting to guide me. the video who had access to the video but it is a video that was shared with all staff with me and we see it's all clean and same clear about our so although they look great in writing but are we all saying the same thing we all know what proficiency looks like our students this was the protocol that was used across the sty kind of breaks it down and allows the staff to talk

043to one another about what is the department standard Let's talk about what it means for kids. A lot of our staff are developing statements. What are those immediate prerequisite skills that we need? One of the important things is what does this proficiency look like? What is it that is expected by the standard? And then really starting to look at our common formative and kind of practically in addition look at extension. We've actually looked beyond this and some of our self education departments are actually having a differentiation problem to make sure that it meets the need of all students. But before we're going to celebrate, we have a team from intermediate school and come out and speak to you about the work that they did. It's really honoring the great work that's happening district. They come

044together as an intermediate school team. We're going to talk about as well and celebrate everything. >> Good evening everybody. As Tiffany shared on the October conference day um that we engaged in a professional learning regarding the priority standards chart and uh my staff, I want to give them all a shout out. they they really embraced it and really dove into the work. Um, my fifth grade team is led by Nicole Bennett and Stephanie May, the chairs. Um, and I have them here to speak tonight. Um, but they really took the full bag of words and they had I walked into the room that they were working in and they had a whole system going with regards to uh looking at the standard, opening up the unit plans for the current state the current curriculum they

045were working on, what assessments they currently have, what uh vocabulary they have, looking back to fourth grade to see what vocabulary they're coming in with. Uh, and you could just feel the excitement in the room. It was taking out all the hard work that we've done and putting it into this chart and then really diving deep into it. Followed up by the conference day. I had um Joe, Tiffany, and Kelly came to the intermediate school for their MTS MTSS supports day. And we met with sixth grade in the morning and fifth grade in the afternoon. And as we were doing our work with the teaching assessing and learning cycle and diving more into the priority standards, the fifth grade teachers were just eager to get back into this work. And uh they really asked for

046realtime training, real time work on this. We kind of related it back to when we uh launched boss science where we would go to Boseies, learn the investigation and then go back and teach the investigation to our class. So it's really beneficial when you have that real time training that real time work on this. So we know being out of the classroom is difficult. So we they felt that they could get the work done within a half day. So on November 7th, the math team, fifth grade met for half a day and then the sixth grade or the ELA team met for the afternoon. And what they did is they worked through this chart for the upcoming unit that they'll be working on. Um, and then sixth grade jumped on board and they'll be meeting

047soon. But I do have my two fifth grade chairs here to share with you just how powerful the work was and how they felt as ELA teachers at the table with this work. This is Stephanie important. We've been working on writing the curriculum since precoid. Um and so the way we've been writing the curriculum has taken a lot of time. We've taken a lot of days off out of the classroom. We have revised and written and revised. We rewritten and we've tried and tried and tried all these different things. And so when this came out, it was a really nice way for us to kind of look at everything across the board. We knew what our priority standards were from the start. That was one of the very first that started with the curriculum. And

048so now that we have our curriculum written, this was a nice way for us to look at, okay, we got it written, how can we put these standards in terms that the kids will understand because, you know, reading the standards as a state lesson, right? They might as well be free, but we're we're not going to be kids. So, we used a little bit of AI and helped that helped us come up with these kid-friendly eye statements so kids can understand exactly what it is that they're trying to that they're supposed to be learning as they're teaching. And then we talked about we had um AIS teachers, we had special ed teachers, we had teaching assistants, we had a whole probably 20 people in my room that day. Um and just thought about all of

049the different things that we know that they need to meet each of those standards. Um and you know, you're looking up here at this chart, things that they need to know that that prove that they know the standard, they can write paragraphs, they can organize information, take notes, all that. And then what are the skills that you know that we need to have before they get to this point and those then we had to talk about what do they do in fourth grade? How did that work into what we're teaching now in fifth grade? How does that build up? And then we got to the part where we were writing we were talking about when does this need to be complete? When do we know that they are proficient and how do we and that's

050when we started talking about these common assessments. We talked about common sentiments, but because of the way our units are written and the way we've been working through them, it's taken us a while to really hone in and have a complete perfect unit the way we want it. And so now that we've got that, we're using that time using this to help us come up with those common assessments. Um, one of the and as as we're working through this now, we can use these common assessments to look at um at the gaps with the attack. We'll give them, you know, it's certain parts in the unit and that will tell us, okay, we know that, you know, we're halfway through the unit and half of the kids know how to write a a complete paragraph

051with a topic sentence, three details, and three sentence or skills. Um, but if we get halfway through the unit and we and we know that half of them have, we can move them on and work towards multiple paragraphs. But if we know that say 30% of the kids can't write a complete paragraph, those are the kids that we now know we can pull in during our MCSS time in the classroom and we can work with them specifically out of skills to help build those skills. Um, building on all of that though, um, I wanted to touch on the time that we need to do this. It takes a lot of time that cannot always be done in just our planning time. So with that being said and how well it took how many people it

052took just to get to one unit of study done and completed. Um we need the time. We need the time through conference days. We need some tweak out of the you know half days out of the classroom conference days to continue this good work that we've been doing. Um, our team is not out of the question. >> It it just it we need the time to work together and right now we have we have a really strong team. We are very cohesive. We are working really well together and we are building off each other's skills and strengths and so we want to continue to carry this. So we are asking that we have that time given to this that we build those departments. Uh this is Katie Kagner. She is the elementary uh special ed

053department chair. And um just to loop that piece into it, all of our special ed teachers were also part of this work as Nicole and Stephanie shared. Um, and what this does, and Katie can attest to this, is by having our students know the priority standard, whether they are in gened resource room 151 or 1211, it takes it eliminates students from being curriculum deficient. So, when students are when Katie's 151 students are in the general ed classroom and they're getting their ELA supplies, they're getting the book schooled just like the gen ed kids. So it really takes helps to take away that stigma and have the kids they're learning and using the same curriculum at their level and still they still have access to all of the standards at their level. So it's not just

054the gen ed teachers that are important at the table. It's the whole team so that everybody's lens is included. you want to say anything or is that mentioned it earlier but the special ed department is taking a chart and adding a differentiation column. So we uh special students might not be expected to do exactly the genes are we and say they should be able to master this to touch on next week. So as I mentioned time to work together special ed especially K to 4 works with a lot of grade level and have a lot of standards to um do this for so the time and the ability to work together. >> Thank you. I know it's been hard to speak but I'm proud of all of you. So it's just to summarize this really

055great work but it's going to take some time but it's it's really there was one thing I also wanted to share with you is that feedback from our October conferences that arose with all the feedback. about some responses to the feedback. The question was, "How does completing a professional standard protocol collaboratively with your colleagues benefit your students?" And the top train feedback there was a lot of feedback, but as we looked through them, consistency and alignment across classrooms, grades, and buildings, clarity of standards, learning targets, and expectations for students, and then improved collaboration leading to better instructional planning and support. So I just wanted to highlight that and this was the top three things. Of course there's other things that we were looking through and already shared. We've added a differentiation for our special education

056so that they can have and then just identify next steps for this work. Support the lady shared it. They need some time. They need time just to really get in there and have a broad conversations to talk through this. We're going to continue to support this work across the district whether it's going in doing it side by side with them. um just there to answer questions. We also had application some questions as we showed the chart of the standards that's important. We reach out to the state many times just to looked at the standard meeting that's what it's telling us. So that will be the continual support that we provide for staff is impacting grade level meetings as well as lead time. I know that the middle school and high school are using their staff

057for faculty meetings for kids work and then consensation and resources. That's what we're going to continue to do. The way you can help support this and work together. Okay. So, you heard a bit in that section about, you know, getting really clear on the outcomes that we want for all students. You think back to the acronym NTSS, the first system. And so when we think about the range and needs kids come to us with, what does it look like to do this schedule process, you know, versus just the general logistics of where things are scheduled, but instead also as a vehicle for how we design our system to maximize the supports we can provide our kids. Give a little background on that, how that all comes together. And so, and again, we heard just now

058getting really, really clear on what we want all students to learn and align to our standards. and important. We shared this originally in last November's board meeting. This idea of presumed confidence and it really being a mindset for how we approach our work with kids. And going back to this, we revisit often, you know, Tony hit on it, y'all means all. We do believe that all students can learn at those high levels academically, socially, and emotionally. This is the critical part when provided with the just right supports to be successful. And when you process that term and how kids learn, here's some of the thing we know about how students learn. So even though we want to work towards the same outcomes, we know that our students do not learn in the same way or

059on the same predetermined schedule. They're not all going to arrive there at the same moment in time. Check, we move on. We also know that our students are going to come to us from different backgrounds with different strengths, different needs. What does that mean for us in structurally and how we support our kids? And the last one, and you heard a little bit about this from the group that just shared with that continuum of fear that kids come to us with, no one educator can meet that full range of needs for every child. So to really do this and embrace the concept that every child we work with is our child, our collective responsibility to be successful, it necessitates a team approach. So when you process these concepts and think through how do we design

060a schedule where this all sounds great, what does it actually look like in action to make this happen? and it's method work. We want to walk you through where we're at this point. So in approaching with with this kind of honing in on the prek basics with a purpose like tonight's conversation to look forward to we had an elementary schedule design. You've heard this referred to a little bit with our tier definitions. We wanted to make sure our day was set up so that all students have access to the right preser. And the second piece as well is that knowing kids are going to need different supports at different times. That our schedule makes it possible that intervention time can be built into the schedule where it occurs truly in addition to and not in

061place of that tier one instruction. You know, in the example we we shared at face value, you have a child that maybe it's is has a gap in their math skill or a prior year or a prior unit and you want to give time to intervene on them. If that has to happen by pulling students out of a portion of the core math instruction block, we run the risk that we are killing one gap while another is simultaneously formed because they're missing new instruction. So, as much as possible, and it's not perfect right now, we're we're navigating different aspects of the system. But a goal of this schedule design was that that time is in the day and that as much as possible we are not pulling kids away from core instruction and the opportunity

062to practice that needs for instruction to receive intervention on fires. So some look for that that would kind of frame it in mind with this design. And so really that second concept of timing the data provided with supports was the impetus for the wind block and those that were on Kelly and I tour and I think the other ones saw some as well. We went we saw wind blocks and one of the things we highlighted was when you saw students working whether it was with interventionist whether it was in the classroom on on skills at that time but that time of the day that's in addition to their core instruction in that area and so that's what win the acronym stands for what I do now is really just again designed to be a flexible

063bucket time of the day where we can provide a different range of support to the police again as much as possible or in addition to their tier one instruction looking at how did that time get built in the schedule. Some of that was we gained some instructional minutes that just by the result of having longer instructional day that wasn't enough by itself, but knowing this was a priority to build these blocks in to support our MTSS work, there was some reallocation of instructional minutes where you have five minutes may have come from something plus additional time and what we were able to land on in the end at K through four and there in some cases that's a little more than 30, but it's a general consistency. There is a 30 minute ELA wing block

064where that's flexible time of the day for additional practice with literacy related skills and then 30-minute math winding block to focus exclusively around math skills. In grades five and six, you just heard from the staff that allocation allowed for one wind block. They have some other pieces that are in their day such as their arts block where advanced art and band and chorus work in. We were able to allocate so that there's supporting. So they're utilizing that time to provide some of these additional supports again in addition to their core structure. Um and then from a from a schedule design approach you have these wind blocks established and the interventionists and the teams that we have in each building that are able to support students. It becomes necessary to stagger those blocks throughout the day

065so that as much as possible that intervention staff is available to go into each grade level and if we all have that at the same time it's not possible. So that's that's part of the step design to try to make them um as available to very level as possible. I mean I will tell you one challenge we navigate to get into K4 with trying to do 30 minutes per each when you take that's two blocks great scrapbook K through four 30 minutes each but you try to stagger that to both ELA and math throughout the day you run out of time you know and so to start the year there was a priority to have zero overlap in the ELA win so that that full intervention team is available with the critical need for early

066literacy skills the math block some grade levels do have some overlap and that's something we're having conversations about in terms of probably has to make decisions based on our students needs how we allocate our full intervention team when that occurs. That's a real challenge we're working through because there's just not enough time in the day for there to be zero left. So, but the student needs the best as possible dictate how we have the best. So, when you think we want to hone a little bit in on this wind block in a moment, we're going to have another team come up and talk a little bit about what this looks like in practice. But again, it is designed to be a time to provide really a range of supports based on what students need at

067any given point in time. Some examples of what students may receive and link them intentionally to the tier definitions. It may be a time where we're using this for some students which is additional practice with some of the essential skills that are in our current reader instruction. So we know from our converting and talk about common sense. We know from some of those we use during our unit that we can start to uncover where kids might have some bulls in what we're doing right now. Let's not wait till the end of the year to find out struggling. So when we uncover that, we can use that time for students that need help with what we're doing right now. That's tier one. It's also a time where we may have moved on to a new unit

068of instruction in our tier one, but we know from our common assessments we have some students that are still missing some of the skills from units earlier in the year. Physical time we don't have to pull them away. ideally new instruction at tier one, but now we can build in time to circle back to skills that some students didn't master yet and have more time to practice um from from our staff to help to get them there because we said these are skills that are critical for all students. This is also a time we have some students that any given point in time might have more intensive gaps. they might be missing foundational skills that are from prior years not just earlier units in the year prior years that require the really intensive intervention from

069our from our team that has specialized training in some of the intervention that we use. So this is also a time students can receive what we call a tier three intervention again a flexible time as an addition to their core instruction and one that we we want to hold ourselves accountable to in this system too and it's built right into our tier definitions. Sometimes we get talking about intervention and we want to be intentional that the forgotten students in this conversation are not those that have already met standards and are ready to be pushed beyond. And so this is also the time for our students that we've also seen in our assessments are already meeting standards. What are we doing to push them beyond or extend their learning in some intentional way versus just getting

070more of the sync or they deserve that. So even when you go back to that um essential standard chart we worked through the last column was extension. how we extend learning for students who are already learning. That protocol is designed to have us intentionally have that conversation um and to be intentional with how we provide those supports. There's also there's a continuum of special education services that happen as well as our related services. This is also a time that those supports can happen as well and that requires a lot of collaboration between our special education providers, classroom teachers, related service providers to maximize how they operate throughout the day. by the course. And so, uh, to give an example of what this starts to look like in practice, connects to some of the standards where

071you heard, it's my pleasure to bring up, um, from Ridge Road, Mrs. Lisa Okonnell, who is one of our interventionists here at Ridge Road, but also our K6 intervention department chair, as well as Mrs. Julia Julio, who is a grade two teacher here at Ridge Road and also our grade two department. Lisa Y. >> Hey, I'm Lisa and um so I am the RTI um intervention specialist in my building and I I guess looking at this presentation, it's really interesting because there's a couple of things before I get started on this um that I've noticed and it's data. you know, we need data to make these decisions and I'm going to talk a little bit about data and the RTI team and how we get data to help establish tier assessment. Um, the other thing

072is the idea of teamwork and collaboration, which is huge. So, it's taking those two things, the data that we're getting from students through screeners and multiple assessments throughout the year, and then using that data and collaborating to get the best possible results for students and allow them to be successful. So I guess that's where I'm going to come from as far as what my role is in this build in at Bridge Road and talk a little bit about what RTI involves. As one of four teacher interventionists and a teaching assistant at Bridge Road, my role focuses upon providing targeted intervention instruction to students qualifying for tier three support in reading and math. As defined previously, a student qualifying for tier three support is one who shows deficits in foundational skills below current grade level. As

073the idea of implementing a win model within our districts became more of a reality, our department with the guidance of Tiffany Owen, Joe Kohler, and Kelly Squires met last spring to outline grade level foundational skills in reading and math. Identifying these skills by grade level was crucial in identifying criteria used to determine what qualified the student for tier three instruction. We developed resources for teachers and administrators which include a universal screening guide for fall, winter, and spring and a determining needs flowchart to help them better understand our process in isolating tier three needs. These resources were distributed and explained to teachers during building data shares in the fall. Early in the fall, our first round of universal screeners, Amy's web plus were completed and scores were established. Our building RTI team organizes the data to

074identify students who have not performed within the average range or higher according to national norms which align to our district expectations. With the idea that these screeners are just a snapshot in time, um we then take a deeper dive into determining whether the student needs additional academic support by administering skillspecific diagnostics. These diagnostics will either confirm or negate the need for tier three intervention. As a part of the win model, qualifying students will be assigned to an RTI provider based on their area and level of need. Groups are created with similar skills in mind. Most often, these skills focus upon phological awareness and phonics for ELA and number sense and math computation for math. During the grade levels assigned VIN block, tier three students leave their classroom to go to one of the RTI rooms

075to meet with their provider in a small group setting. Remaining students also disperse among grade level classrooms and some to special education providers. As with tier three RTI, their tier 2 support is determined by a show of need revolving around grade level skills. The RTI team understands that for a win model to be successful, support within each classroom during the win block is vital. It is challen it's a challenging endeavor to organize and plan for the specific needs of various groups of students and having as much educational support within each classroom to lower the size of groups and the significant transition will benefit students and staff whenever possible based on the number of tier three students to be serviced. RTI providers push into the wing classrooms. These providers usually run a small group within the

076class under the teacher's direction and focus on a specific tier 2 skill. As you can imagine, communication is the key in running a successful win model. The second grade teachers meet with the RTI team twice a month to discuss student progress and changes, if any, that need to be made within interventions or small groups in each of the wing classrooms. The win model is designed to promote fluidity between groups. This includes each of the assigned rooms including tier three. When students show mastery of a targeted skill through progress monitoring and updated screeners, they can move to another skill in which they show need within the same tier or can move to another tier altogether. Keeping a constant pulse on progress and learning is a component to win that provides students with the most accurate instruction.

077As an RTI team member and department chairperson, I do appreciate the attention tonight that you are bringing to MT the MTI plus models have been. It is my hope that you can continue to observe this model in action as I know you did with your tours. I would like to see you continue to observe the model in action within all buildings to really truly understand all the hard work involved and what is needed in its development to ensure success for both students and staff. >> Great teacher here. Um, this is my first time going through the wind cycle road, but Dave has been doing a trivia as folks. She's going to do a wonderful job. So, I came into this while machine knowing about. So, this is kind of a breakdown of what we do

078on a daily basis. You'll notice that we have lots of supports in the tiers. Most of the support, the highest level support goes to the highest level. So you'll see that classroom one has has two teaching people. They each work with different groups within a larger classroom and then as it goes on it gets to be so for my group I happen to have a teaching company we work on things for additional projects for what's going on in the class with the current unit field. We're also working on fluency and other things like that. And then above me, this is where you're able to talk about extensions and some of those enrichment fences. So that's a very important thing that we haven't always been able to offer within the regular classroom because we've been dealing

079with lots of different groups. So um um as I said it is a well machine here. They've been doing it for several years for second year for second grade. First grade has been doing it. Kindergarten has also been doing it. Um teamwork has been crucial. We have a lot of collaboration as the event said we do meet and our rooms twice a month, but as second grade teachers, we do this and we also constantly talk about those things. We need to go here to go there and really making sure that we're getting what kids is coming up. She's going to join us. She's the CSC and school chair for us. We had invited Jess who's speech therapist at Gartner Road and Jenner therapist road. There are free speech um to come speak. They kindly gave

080us pictures to represent this evening. So I hope I do their work just um a couple pieces that we're celebrating with their work and they are so extremely proud of is this change that they have initiated in how they're doing speech. So they are in the early stages of implementation. Some buildings are hard further along than others at this point with this sound circuit or speech circuit that they're doing in also kinderg that they We now have two speech therapists in each building that are working their schedules up to be able to do cushions and everything in the classroom to help support phonics for this afternoon because they're actually so little bit about the speech circuit that they have started. This aligns with as we've been talking about in scheduling and where this happened. This

081is a tier two support. So kids that may be fine in their speech production but not so far behind that they might qualify for So they participate in speech circuit um in the mornings outside of their instructional time. So again, they're not the same instructional time to do this in order to catch up on the skills they might need, but they participate in the morning in a variety of stations set out for them about one to three times a week. And it takes about 10 to 15 minutes for them to go through the speech circuit. Um they learn to produce their speech targeted sounds correctly in different contexts which helps with the generalization of skills for them and then they rotate through the station on their own pace rather than ask you know pushing the

082timer and not just going through by the valve and again runs outside of their instruction. You just say your sound letter and if it's a capital you you say the letter. If it's a lower case, you you say the sound. And these cards and what you do next like this. I'm about to do how many you land on and whatever you land on you this. >> Sorry. A fruit. >> I know circulus. So um these are two gentlemen that started to sound this year. Oh sorry. So these two gentlemen start this year. The gentleman with the glasses is raider and the other student is raider mice. Um, and I wanted to share who they were in particular because they had gone home and talked about the sound circ before Jess had asked them to participate

083in showing you what and Justin herself had said in the short couple weeks after doing it, she's already noticed improvement. Um, and how much enjoying videos are getting out of the activities. So, a definite success in something that they started thus far. Um the other piece that they have implemented this school year, there have been pieces that have happened over the district over the past um year has been pushing, but again has been inconsistent because of their schedules and their case loads. Um so our goal this year is to get them all into the kindergarten classrooms pushing in for support uh one time a week for 30 minutes and working with small groups for targeted phonics activities. Um and then to have all the students rotate through the groups, not I think that might. So

084again, couple just short uh videos for you to see what that looks like in the classroom. Another lady. What's that? Can you If you're not Sure. Get your resources out there. So before this last section, just a pause really to say thank you to everyone who came up here And I I think one of the things I hope that they highlighted is just the range of skill sets that you saw whether it was here on person on video just a moment ago that contributed to the success of our kid. Each and every person you can work from is a dynamic educator inside the halls of their own classroom. What our work is really about again is embracing that idea of no longer your kids, my kids, our kids. And that's why this section on schedule,

085while it's messy, while it's bumpy, while we have problem solving to do, no doubt about it, is to help all of these individuals work effectively together by design to do our best for our kids. And that's the work that we'll continue. And so when you see this next slide, just some things go to this section. We're about 10 weeks in the new schedule as it's been designed to start the year. And we are continuing to evaluate, have conversations. What is working well? What's worked well for our kids and for our staff so far at 10%? Where are their opportunities for improvement? Whether that is in the short-term adjustments that are realistic that we could make it this year that keep systems intact. What's maybe something we should look at as a bigger shift into next

086year. But the important piece of that becomes there's so much interconnectedness between all these individuals we heard from, how they work together. If we move one piece of the system this way, we have to make sure it's not creating a problem somewhere else. So that's there's that full $10 above you for any shift we talk about and that's what we'll continue to do. We'll have ongoing conversation with our union leadership who have been great to have feedback discussion with that'll continue and again our goal in the long term is the most effective framework to move this forward that we positively establish a lot of change. for evaluating as we all professional learning good intent that's okay this is how it wraps all up this is where we are this is where we're moving forward that

087deep understanding of the priority standards being ahead of the state what it looks like when it goes into um graduate work um and then the the shared definition of success in all those areas this presentation will focus on the academic get back to collaboration and see amongst their staff they'll just go through that teachers just go through that and across those tears you know the growing of wellness continues um I think what show presented the conference day to the elementary staff in October and it made very clear what you saw at second grade that that Lisa and Julie was talking about dwell machine it's it's where we'd like to see a whole system move towards we have pockets of excellence That's great things that we'd like to see expand. We don't have a time frame

088on this work, but we we want to show this is what it could look like and this is what it might require. How do we use our resources and the blocks the scheduling that we've created to make this possible? So again, why does this matter? That program supporting every student all students resolve that states assessment offers a snapshot. It's not the whole picture of the work that we do. We either continue on our assessment work that informs our daily work, program standards, our MTSS structure, systems view, responding with students in those three three central areas and how they affect each other social emotionally and academic and the intentional design schedule that has come from that. How small pieces can make have to be well thought out moves focused professional wedding goals and continuing to make

089sure we're listening to the state standard. We as you know in North so important is we will achieve state assessment results and we'll do that without teaching to the test. The one thing that we've often failed at is a system, especially from New York State and the accountability system is they said your evaluation as an educator, as a principal was based on a state test. And that caused a lot of our people to to teach to the test. We are getting away from that in the system. We're actually teaching the voice for the graduates. So, we can be creative. What we want our students to achieve, what that looks like. Our NTS committee just came out of a conversation with you know communication what does communication look like and in a capstone cornerstone assessment so

090such important work being done we will meet the state standards that's not the worry we want to meet our greater standards system we'll come back with some secondary information when tell you about where you want at that level and 7 through 12 be our next not sure when but whenever we're back and thank you by the way for all came up. >> I don't really have a question. I just want to make a couple comments. Um, you know, one it, you know, we've been been hearing about multiple fronts and it's been really nice seeing how this is progressing and evolving over time and really seeing the maturity of the work, right? Um, from where you started to where you are now. I mean, it's it's it's obvious how how it's evolved and and how mature

091it is. Um I also think that it's it's you know you look at the whole structure around change management and a big component of change management is creating buyin and you create divide in by involving the people that are doing the work every day and the experts into creating the model right and creating the content and I think you've done a really great job of that and it was evident tonight hearing the staff you know talk about their collaboration and talk about the work that they're doing and and and you can just see how proud they all are about the work and you can see how effective it is. So I think that has been really well done. So I just want to congratulate you on that. Um and yeah, that was it. Those my

092thoughts >> really appreciated the presentation. Thank you so much to our colleagues in the intermediate schools. I had the really cool opportunity to see this in action here at Bridgeman Center Street during our board forest and I was kind of blown away like you know I am more so a secondary educator that's just been my career and I got to come into these classrooms and kind of see how the students were moving in between the tier one tier two and the tier three supports And it was seamless. It was really exciting and all of the students were engaged in the classrooms that they were in. But I was also really impressed by the amount of adult to student ratio really and that's important because we talked about that a lot and there were a lot

093of supports in the individual classroom for these students and it was evident and it was fastpaced right. So, I got to really see this in action and I was very impressed. I had a great time. Uh, so thank you for hosting me that great. Thank you for the presentation. Very informative. I also on the board tour see it firsthand at the intermediate level. Um, and uh, as a parent, as someone who used to have a child that was pulled out, I really appreciate the fact that it is now built to bank and they are not missing additional time. So, I do appreciate that. I think it's working really well. Uh, I do have two questions actually. So the second grade model that we saw um I think it was referenced that it's in second grade,

094first grade and even the kinderg being broken out and they're going to the different tiered classrooms and all the partnership is it across all buildings. So it's all there >> structure is there that's what we're working towards and people are in different places. Some might be holding that time is there. Some might be holding their own students in the classroom right now. It takes what you saw with that takes time to get to that as Tony mentioned whether that's just how we talk about data. Also trust the cultural piece to sending my gifts to somebody else that we're on the same page and we're about the same place at the same time. So it's the goal we strive towards. People are in different places. We're trying our best to be our staff where they are

095different. >> That's a great question. It's part of the professional journey that we're doing. um that comfort, that culture of our climate to allow most importantly the schedule allows right of locking in those times is key to allow all those people Aaron said she saw in that classroom they moved to something someone did some their own thing all the same supports are available right there systemwide approach to ensure that's most important >> thank you um the next question I had was I think at the end I keep slides sorry one time um kindergarten into classroom for speech and that was a goal that an initiative is going to we're trying to have that happen right one time a week at least in each kind of classroom is that happening now or is that a goal

096to have completed by June or what's the time on that yeah it looks it does look a little bit different each building given the case loads of speech therapists so from last year to this year when we started we were able now to have two speech therapists in building. Um so where you saw Garter Road for example guest they are fully up and running. Um the other buildings that just started the other is working towards that. So it just depends on where they are. The goal is throughout the year to build into yes every building having a push for every classroom. My final question. Um, we heard from the classroom teachers that were on it tonight a lot of and I encourage it on the board tours that time and they need time to spend

097and um, you know, what does that look like half days or what do from your perspective what would work because you can look at that and think maybe you know is that a half day plan? is that how frequently does that? >> I'll let Tony build upon it. But it is the most critical thing. And the hard part about time is you got to try to balance where you're not pulling away from the students. They'll find you time where we normally do it is a lot of times it's summer curriculum, but we lost 70 80% of the I'll let you know more of the month and they'll >> that is one of the big things. Now I can tell you teachers have been very good. That's one of the things in the schedule is for

098the first time they actually had for the most part except if you had five sections in a grade level they have a more common planning so that they're all of them. They had it but it was different on different days. It could be 30 minutes one day and 45 the others. Now it's set to 45 and they have collaboration times but that those are short little segments that they need some dedicated. >> Yeah. And you know the time we are allowing capacity school day and the fact that teams we want to said figure out how to do it and Tiff and your team worked their magic and they they got more capacity to get the day. Um it is our priority when people are to move things forward. um some curriculum work sometimes is the

099key key time to do such work. We take a hit that this is the nature of the budget season and what happened we've been utilizing the release time and we were very careful with that because those substitutes are also an issue but we have also kind of passions that they have to do at conference days are taxed with this type of work. It was briefly said but the focus of all department and grade level chair meetings now is priority standard. Okay. So often every year there's a different down and say this is what you want to work this is your goal for your department meetings this is what you would like to focus on as department and then anything else that comes up we said primary standard the whole thing use that tower it's not

100a lot of time but it's time to look at that chart the ruby stamp do some updating on new units but we spoke about I think Stephanie was talking about um we go about you know you you go through a unit together you learn about it and then you come back and you implement said just takes time and figuring out how to work that in and it's one grade level and that's one unit was our capacities what makes sense how we keep them huge system as ours moving forward and respect where the teacher is right now in their own learning and where we are in our learning because we're adjusting as well we learn people so I think when you're trying to work with 500 people and trying to move forward the system forward but

101it's very >> thank you >> if you if I can add on that before you take other questions is a big thing besides time. >> Oh, I know what it is. >> How's that? >> Yeah. >> Okay. That's what it is. We always forget that that's the master and when that one blew everybody else. Uh, one of the things building upon on Julie's question besides time, are there anything else that you're worried about of ensuring the success? Because what I want the board to know, this administrative team, all the teachers here tonight, there's a lot of teachers behind the scenes over the last four or five years that have helped to shape this work. This is not work that has just been administrative handed down. This has been a regular collaboration of ideals and it's

102a constant evolving of that. But Tiffany, you do the most amount of work. Is there anything else that's kind about ensuring future success? I'm back. battery died. >> There you go. Well done. >> I think I love that you have been so much fun. There are so many people. >> Oh, I can hear >> not the >> I'll try to bother. >> Um, but I think it's critical that we're following the curriculum. It's an important We've done a lot of revisions. You've heard that. That's good. We learn more about the standards. We talk we make revision and that's going to happen. That's what we call. So a lot of effort have been at the table to them. So it's critical to follow it and to know it and then ask questions if you're wondering about

103something as well. What are we missing? We look at that state data. What are we missing? Let's open it back up and have those conversations. One more question. Sorry. >> Okay. So, I have one more. I'm sorry. You had mentioned several of you had talked about advance and how they don't paint the full picture, right? And I think as parents, a lot of us know that we come. So, it is mandatory though that our students take the state, right? And parents can talk like oh, but parents have to opt out. As a school, we cannot say we're not participating. Correct. >> Thank you. >> Regents are still required for graduation. >> As not the regents, I'm sorry. Yes. >> And there are schools now that because of the emphasis on it, I'm just talking louder

104because it's better. uh boards can put in. It's mandatory. If you miss when you come back, take that's not where this district's at, but many more boards across the state have started. >> Any else? Okay. um like years ago. What do you think we should say that the state has not? >> So three or four in the region is a four and five out of five. >> So you don't want to read the numerical grade. >> It translated to there is a numerical but it's three four uh 38 translates to a a number. >> What is that? >> 1 2 3 or four. Sorry. What is the minimum standard? So the the New York State 3 through8 assessments are at a one two three four level right and three and four proficiency think if I

105can along it's like zero through 55 in that percentage. >> Okay. >> It could be it's it's not based on that. It's based on how all of a similar group fit on that state model which we don't get the results back for months. Some some other person tells us what it is. But the easiest is three and four is proficient. One and two is not. And then the fivepoint scale at the at the regions. It's still a numerical percentage, but when they do accountability for ESSA for our whether we're on an list of the district, it's put on a fivepoint scale with four and five being proficient. One, two, about >> three, four, five. >> I do. Oh, right. Five is mastery. That would have gotten >> Wait a second. I want to hear Tony

106says, "Every dog has a bad day." >> Okay. Um, who wants I mean you say that so many children refuse because their parents say you can't get your test. The district say it's okay. >> It's allowed. >> Yes, they allow refusal. It doesn't help us know what >> how do you know what a child we're saying that doesn't we're saying we're not really using that picture because we're using other data but it really >> nowhere to talk about looking at a state assessment as a primary focus of our data set >> sorry we can't we can't use it for informationational purposes But when we look at um any kind of placement we're not >> and not tonight but sometime I would like to know um I know there's a lot of behavior they should be

107>> I just You know what we have in place for the behavioral children or you know that need more help. What are we doing for these kids? Because the kids that are getting their you know students because they real wanted to hear about the stories. So I wonder >> yeah it's be that's sure sure we have those things and our teachers and building principles do amazing job with that work our social workers as well and keeping them on and social work assistants our school psychologists are key things to network definitely the work happens we do have screener So, we're there. We want to focus on academics tonight, though. >> Right. Right. >> Any other questions about the presentation? Okay. >> Uh, as a board member, I wanted to >> Oh, sorry. As a board member,

108I wanted to thank you for the presentation. Um, this is I guess my freshman year and I've I've watched plenty of board meetings in the past, but this was the first time where as a board member we talked about teaching, but tonight we're talking about teach. We've talked about teachers, but tonight we're talking about teaching. Talked about administrators, but now we're not talking about administrating. talking about a bunch of policy and all that kind of stuff, but as a teacher, this is my jam. This is the stuff I need to hear about and reminds us all why we're here in the first place. Here to do this. We're here to collect data and all of that. We're here to make these students better human beings, better learners, and more achievers and more successful. And this

109information just warms my heart because we get to see literally the videos of school succeeding and it's just lovely and it made me so happy and it was a very long presentation and I enjoyed every >> I wrote I wrote down quite a few questions. Um, can you hear me? Okay. Okay. Um, so can you give me a couple examples of what a power standard is for, let's just say, math or reading in Kore. What's one of those power standards? Then we actually go through a process. But once we like Okay. So we are working on We currently don't have a standard. So a teacher and second we do >> okay >> we just can't stop we have them or teachers identify them. >> Okay. So we do have the standards established and those are

110the standards that are going to be for proficiency within each grade level. So we also have assessments for the creative for each candidate to show this is this this means they are hitting their mark. >> Yeah, that's what I would do. Just hand your mic. >> So we have and they are currently in your curriculum. What we're doing is uncovering them. We are the standards and that you can different. So we may have a lot of choice three of those. We also may have what's the door multiple ways to stand. So yes, there are selectments available while we're having our person make sure when we bring that audience that we're all looking at the same thing. Okay. So those tests and those assessments, at what point do you make it home to the parent to

111be able to review and to see this is what's going on? So for example, when I got the um report cards for the school year, school, you can see that a grade has been created, but there is no work associated with that. And there's some homework that comes home. and be ski homework as they do but not necessarily um this is the test here's the book to study to help you with to make sure that you know you're getting it like that portion of it is I'm I'm struggling with and I can give you an example so um Kingston the swap is an assessment tool and my son has is and has been RTI intervention and is currently an AI Um, I have also thought out tutors because I I don't think that he is

112proficient and I, you know, I I think he struggles. So, in doing that, I did just find a woman and she did these several assessments and she typed up a five team report and in it she broke down specifically the assessments that were given. And then within each of those assessments, it said what his scores were and the disabilities that he had. It was very clear. It was very easy to understand. It was it was so helpful as a tool for me as a parent and I have never received anything like that in any in any of the assessments or things that are happening and I I so I guess I feel like that's a gap in between the communication. I do like this work. I understand that it's taken me a long time being

113on the committee to understand it. I really appreciate all of the work that everybody does put into it. It makes sense. I mean, I've said it at the meetings. My teachers did this in fifth grade where you just switch groups and everybody went to their grade level to where they needed to have things done. And it I I understand and I see not get out. And then I think also too on the back end and I've said this to the board too. So the wind was loud or kids and he still said that he's getting home during time or that he's missing the time where the kids can really fund anything per se. That's the time that they get like free time. Um so that's just some feedback on that. But um okay so what

114are the materials that we use once DC like what are the enrichment material that we have available for those kids within the curriculum that we know or like the differentiation levels like what are what are those types of things that help that that we have that are available that have achieved and are donating more prevention at tier one they're going to accelerate to be yeah standards >> no I mean like so if there's somebody within so if there's a child in tier one and but they're low they're not really quite in tier two they're making it in tier one but they probably need a little extra so within their classroom they end up receiving extra worksheets like when we hit this level, we know that this worksheet compiled with this is going to give the

115result, you know, A plus B that gets you to the next level. Does that make sense? What you're talking about is our educators, the individual professionals materials they have on hand. >> Yeah. They they have we trust that they have it. That's their part of the profession. Do we have as a common place our curriculum where they they share a common resource here are a bunch of things you could use that's been part of our curriculum with the last five years whatever it's been there is a shareoint that goes grade level down to human down the lesson and shows all the materials that are available we our own curriculum we've written our own resource that's constantly being evolving that's why when you heard the fifth grade team come up here they said we have our

116units we have our assessments, we have our our stuff. Now we want to take it to the next level and thirdly. So those things as educators, we have those things as any of our K through prek to 12 educators. Those are things that they have on hand part of the responsibility to teach it. So um if you're referring to what goes home, that's a whole different that's a teacher conversation and what might be happening there. I can't speak directly teachers on that. Okay. Yes. Because I think that that's um one I was getting to and then I think it was on your presentation when it was talking about resources and things that um staff needed resources in order to help with this process. Um so and then to touch on Julie's take about half and

117half. Um, so the thing that concerns me about half days is if there's a child who gets their enrichment in the later half of that half day, those students will be losing it in their tears and their helps on those half days and it makes it a struggle for them. Um, so I I feel like half days are not >> when you do the work, >> right? When well when does it Yeah. When does the work happen? when do they have it because half date followers I mean I get that too but also you know I you can identify problems but we need solutions right so our best solution now is what it is we have half day or full day pull outs we use our conference days we use directive time guarantee you know

118grade level if there's something better I'm all ears we do try to hesitate release time but that is what we have available so we have to use these things during work day. >> And I do agree with what Katrina was saying about the fact that if we always did half days in the morning, people in the afternoons are kind of missing something. But I I do believe Katrina if we look at our building principles the teachers they are they develop even a half day schedule that they augment so that it balances out so that it's not always the AM versus maybe you have an AM where you're doing a lot of your PM student because it's AM but that would be one of the solutions try to address it is you think about a teacher

119doesn't want to come out of the classroom and they say hey they're very aware of their timing and what they want to do. >> Okay. Thank you. I really appreciate the work that you're doing. I I I do I do um I understand the concept. I I still do feel like I get it. It's like a rock and a hard place. You want to be able to implement this time into it, but okay. So what New York State standard-wise in priority standards for a child need to continue and move in advance to the next grade level. What are the top two things they need to re need to have in their curriculum for their stepping stones? What are those? What are the subjects that are most important in a K34 study? >> It's not built

120like that. Um and the state adapted prior standards. That's why we fitting ourselves. So in the secondary and tertiary. So subject areas that I can't address that they're based on a standard that has performance indicators to which our educators are aware of and use common resources that have been created by horse teachers to implement and move the student learning forward. And when they don't, they have other resources to assist or other people in different levels of interventions to assist now during a standard walk. So, you know, we we can definitely show our um you know, some of our standards work and show you what the website looks like and the detail of all the great work our educators have done. It's there. Um that's very and just want to clarify the questions you said like

121one or two. Are you meaning like ELA math? Because when you look at it, it's not just about ELA math. ELA is the basis for any bridge especially math because we know that math becomes a contextual comprehension to understand the computation but so is it the same for science social studies even physics so they're all interconnected so they're all important it's just how do you get to the standards throughout that to make sure each of the educational core and fine and practical arts builds the whole child. Is that what you're talking about by which you'll find? >> Okay. So, I guess if we have a student who is struggling a lot and they're really having a hard time and scheduled by them block, they are continuing to struggle. So, do we focus and say this

122child really needs extra help and they need it in reading or they need it in math and do we then pull them from the science or social studies and make sure that they get like an extra in those areas if they need like how do we make it we just stick with >> there is a very logical process that we follow that um in the the continuum of the the level of the students And plus keep in mind we're not talking about whole subject area of deficiency in ELA. We're talking we have we have work that we've done that identifies a very particular strand of the students struggling on. That's why you see the model where they work on very very specific demand to move that tier one is a teaching the place they visit.

123They don't live there. They get caught up with Dave. They get the skill met and then they come back in. It's not you're going to go into this classroom and learn ELA. You're going to this group to do this very specific task. get up in grade level, you know, join back and either do repetition of tier one or accelerate in tier in tier one. So, it's it's a continuum that Kelly's well aware of and she works with her own world. We don't test them in science. We don't test them in social studies because social studies have math and English. So when we say a student needs RTI needs interventions have so classified as student learning mentioned basic reading skills you wouldn't see expression basic math and math concepts and applications. So when we prioritize the

124wind blocks and say academics first, it's because those are the areas that we can identify that a student might have disability. If they don't have a disability in BLA or math, they certainly could be disturbed. That's also why we feel like social that can also happen to the behavior for their social emotional skills or lack thereof could be the reason why they're not successful in school. So that's why we didn't that approach but when you think about what we prioritize it's the LA support everything just special you know any number >> that's your just in order to keep the meeting moving and I'm sure we can ask additional questions like we said at another Do you have a a final question you want to ask or are you clear at this point? >> I'll do.

125>> Okay. All right. I want to thank everybody for the time this evening for the participation in the presentation and for all the information that you conveyed to us for the time you spent to uh to answer our questions and with that we will move to the next item on the agenda which is five energy. Thank you. being Mike has told 15 minutes that he's been working. Um We'll never get that fired up man. It's going to be real tough technical number out there. Very impressive honor and support services we working for. So um we are here tonight with my colleague uh to present to the board. Um, and we we prevented that on energy in the past and then reduced on energy management, but we're really focused a little bit what we worked on

126last 2030 and where we're going and some of the new things that are out there might do some numbers together. So with that we get uh f first thing jumping into 2030 uh replacing boilers you know when I first came to the district just 12 15 years ago probably 1950 steam boilers throughout the whole district and you're going to see that and I'm going to bring that up a little bit but you'll see that on our gas consumption uh book replacing the boilers from 1950 with high efficiency hot water systems. We transition to all LED bulbs that be in the parking lot to be in the rooms we're here. We're able to dev anything purchase who we have a picture goes out all be on energy efficiency on LED and it's come a long ways

127occupancy sensors and dimming capabilities in the classroom. Well, we're not in those classrooms at that time and they're smart. their network to conserve that energy, set them down. You'll see it in our hallways as well throughout the district uh with that technology. Um all of our newly installed kitchen appliances, energy star approved. We'll talk about that a little bit later on. show on that. No, we won't. >> Uh on the gas side >> uh upgrades they're building automation controls. That's throughout the districts and that's what the controls moving manage to the automation examples of some of the things we've done. We talk about the 1950 and60 boilers. We show you the photo on the left. You know that could any of the boiler rooms we were there. That particular one was in the north at

128the high school. You look to the photo on the right. This is our maintenance plant. Now there what you'll see in there is got a little better picture on this next one inside this plant. You'll see the five high efficiency boilers in the back. You'll see the chillers on the right. You see that little digital up on the bottom right? That's actually our hot water throughout the whole district. We don't have a hotter not throughout the visitor throughout this building that runs off the water from the boiler. It's very efficient kind of like the hot lake you have at home. Um how are we supporting and still managing energy responsibilities? Mind you, one big point, we cannot control what the rates are, what it's going to cost us each year. You're going to see a

129little more on that later. What we've added on this, we've added chillers at the high school center street garden road and at big flats and at bridge road we're going in now. Um bring that up because we did not have that ability to have climate control. We we go to class physical environment conducive to learning in most areas. When I say that, most areas we still have more work to do. Middle school is one building that could both be popping in the future do not have that ability and some of the elementary buildings still have some work to do. with some of the new additions uh at big flats and that great road that we don't have that ability to do that. Uh we try to have a set point that's conducive to learning environment

130or deep set point is something we uh try to set between 70 and 71. for heating. When we get to cooling with the chillers 74 to 75 are the set points we go to reach and most of them we go that climate control and with this technology we monitor that wasn't too long ago. I know Dr. Douglas and we went there used to be a set point about 68 degrees. It's not the same temperature at home even when we say 69. It was not an educational center way too chilly. We must condition our air. We must bring outside air into our classrooms. So it's 90 degrees in Florida is not seen as 90 degrees in Arizona. So when you think that fall, if the rooms are at 69, my house is at 69. We're turning

131that fresh air. So when the responsibility, but we're trying to keep things we've also added, we've added the stadium complex with lighting for evening events with band. Uh these are things we have added on for consumption uh extended school year. You know what we going to start talking on consumption a little bit. We do have the ability now to have uh more of a learning um environment. We have summer learning academy going on. We have regional summer schools continue education courses. We're busy during the summer months as well. how we have the ability to have the appropriate environment to be climate control. >> Oh, you're going back. No, we're not going to go that way. And I think it's important to add as we get into this a little bit, we've added square footage. We've

132got square footage at the high school. We've done addition to Big Flats. We've done addition to Gardener Road. Soon we'll be adding on red when we back road next year. These are things that we've added on but it's still being very responsible. This is a chart of certain budget years. Uh normally these are new contract years. I did throw in the year we started the 68 degree salesman and I have notes in my office when Ralph asked me to figure out how much heat sitting going to 65 not a joke um that you know um go blanket but anyway go to the top you see 430,000 firms uh but over to the I we're almost $1.1 million in energy and that was again we have a very robust energy management program at the time. Um

133go down to the bottom because that's the most recent data this last full year 2024 2025 and these 290,000 burns of Nashville pass with all those things that Mike just mentioned. um the 1% difference in electricity usage. Uh I'm willing to pay that braces if that's fair if that's what it takes to have a physical environment that's conducive to our children. So um and I can't even say that's necessarily what it was. We had two two buildings under construction, Big Flash and Rich. Both of those buildings had 50% higher than normal uh energy consumption. So that's actually in there. Um and so this is what you guys struggled with and I struggled to give Katie and everyone else the numbers for is you're now seeing these big jumps in the price and the energy line.

134That's not what because we're using more. It's because of that increase that's out of our control. So, we are part of the New York State Municipal Energy Consortium. We pull our bidding power with 200 plus other school districts and municipalities. So, when we go out, it's a huge bid. People want our business because we're part of this giant thing. There are districts nearby that just float on the Henry Hub spot price for cost of gas that day. So we only even have a predictable budget model and this is what we get or we got in our most recent contract 90% increase in the cost per kilowatt hour of deliver. That's supply. This is supply only. Then there's another component which is delivery. delivery is also just like you see at your home going on. So

135we this is the part you can't control. So I would like to make one big point on I look at from 21 where we are 24 those type pieces that that you are seeing on there and that's just three years period. I think it's very vital when we do invest in our district home of energy efficiencies and the management that we're going to talk about just briefly here. That's we've never seen those type of increase in my career. So, I'm going to give you a brief update on our um nice third clean schools initiative grant and where it's taking us. Um some of you might be familiar. We've talked about this before, but if you're not, I'm going to give you an overview. It's a pretty comprehensive grant. Um, but so this is not going

136to touch on everything that this covers, but um I did want to give you an update on at least the key of it. Excuse me. Um, and at least the benefits and and and again what direction this will kind of propel us into. Um this uh clean green schools initiative grant launched in August of 2024 and it's a three-year track one grant that will run through the end of June of 2027. Uh the funding allowed us to hire um a dedicated on-site energy manager to the right of me um Mr. Dana Warren who's driving energy efficiency planning uh energy benchmarking and sustainability efforts across the district. Um the financial impact we've already seen the result of um that includes rebates and incentives that are offset offsetting costs and um we're reducing utility consumption and operational

137expenses across the district. Um the bigger picture um this work will position us for future funding opportunities. Um, one such example is Nicer's TRAP 2 um, grant. This it's another clean drink schools initiative grant um, that's anticipated in early 2026. Um, track two is a grant. It's a competitive grant that and it's a 5-year opportunity that supports um, projects for decarbonizing our schools. um things like clean heating and cooling systems, renewable energy technologies such as solar, um electrical upgrades, lighting and um funding for projects like that ranges from 500,000 to 5 million for building um or 500,000 and up to 10 million for multiple buildings. um and on track one work that we're doing now through Dan and Mike um puts us in a really strong position to apply for those type of project if

138things like those fit our needs depending on when that comes out and and us um and beyond this this infrastructure grant that we're working on um through track one the grant also creates educational and community impact um Mike and Dan have been working with Joe Polar um and Tiffany and their team to collaborate and provide clean energy education and engage students and staff in energy efficiency um practices in the schools. Um, and finally, um, we're strengthening our partnership with NICERA, who is, um, a leading energy authority, um, to develop a district-wide energy road map, um, and a decarbonization plan to guide long-term sustainability. >> Good. So, one of the bullets that Stacy just put up there was access for rebates and incentives. Uh, so this was a pre-approval project that I submitted for uh in

139July. And this was to replace all the classroom lights uh in every building except for the high school. It's an end of life replacement uh rebate. So, all these bulbs were going to have to be changed. So, we changed them to T8 LEDs. And we just look at the bottom line numbers. Um, the Alman uh rebate, you know, so we had to spend $62,000 to buy the bulbs. They gave us a rebate $105,000. And so, just for the this project, you know, we have a net district. We've reduced energy cost of $70,000. As I go into budgeting for the next year, uh I'm looking at that last lower rate of little bullet there. $38,728. I mean, I just added 10% for this year. I know it's going to be more than that though. So, Dan

140Dan, if I can just jump real quick. Absolutely important for the board to understand because we drove Mike nuts KB and Ann nuts because when this came through you have to spend money to make money look in the total cost to the district we had to buy $6,000 in LIO that wasn't budgeted for we had to take it from life he wasn't very happy but what happened was is Katie and Ann basically said, "Mike, we're doing this once we get the rebates, we'll put it back in and do what they do to make sure that it's perfectly done so that we could get that additional saving. But this is this program as we talked about is the gift that keeps on giving every year and it will help offset our budget down the road, but

141we can't rely on it. It's just one of those extra things." So that's the power of the energy management, power of Mike, power of budgeting, and power of our grant. That's what we brought everybody on board to do. So we just wanted to let you know sometimes we have to get creative, but we always do your best interest. So just point out on that our anticipation we were through this through Franklin Energy was actually working through nice that money will be replenished back to us in this business year calendar year. So it was a matter not so much a shallow game but let's spend the money now anticipation putting that profit. Please look on the bottom left. That's 7,334 light bulbs that we will have swapped out internally by night by the end of single

142year or by the end of this calendar year. We found our last building where those people working right now. Could you just talk about that for a second because you had your people working overtime because all of those bulks have to be installed by the end of December to give them a credit. Is that an accurate statement? Yeah, we we use some overtime. Now that we're in a building, it's not accurate that we've done them all with overtime. We we did calculate that in and the net that we would do that depending on the building. We work on conference days when the staff not in there. When we're at the middle school right now, they're out at 2:30. So, we are jumping in right at 30 and working in the end of the day and

143the guys who give an hour or so. We get about two bathrooms done a day. So it's an ongoing process but uh we have it in house you know I did talk to other colleagues that had it and you know that people offer a service to come do that but much more fiscally responsible do it ourselves. So you did a good job. Thank you. Thanks. So one of the things that grant requires this case study and this building is our case study. So, um, our tab at the top here is an acronym for real time energy management. And so, this slide illustrates a couple things. One, it illustrates the impact of the TLE project. Um, and I don't have a way to point at it, but right in the middle is when we started replacing

144that. So, the left side is September and the right side is October. So, that's right here in this building. the sensors wired bin on the other side of the hallway over here uh in the boiler room and you're going to see on the next slide slide what's the point on this real time energy management well just initial investment and the automation system the controls to give us this data it was something you just wait to get your bills now as Dan's going to talk we needed that first investment to be real time there but you are seeing that these aren't just numbers where we're doing the math. This is what this building and the reason we did the case study on this building. We weren't under construction. Dan had mentioned that that's a tough thing

145when we're working on that budget. Katie looks at me. You know, it's not as efficient when the lights are on all the time and we're losing the heat. So, construction does have a cost on the utility side. This was one building that we completely upgraded. We had the new boilers. We had chillers that were in there. building 100% automated there and we've done the majority of the four door LED lights but now doing every one of the classrooms this building's done this is the type of data we can see this is the month of September and if you look at this may not look like the real but this is each new circuit coming out and it says LP Um that's a lightning pan. So that's argument addressed. Every part of the pie that's broken

146out from the center of the pie which is all but one thing is either been addressed or we are addressing it now with the data from this and we're modifying some of the programming. So this building will be optimized. But some of you might be wondering why you know again I needed a building that didn't look any different than last year case study. So, it ended up being this building. I know it's not going to be told with students perhaps, but the equipment is portable. You just take it off and it goes wherever it needs to go. Um, so RTUs or rooftop units, we're reprogramming all of these things to be most efficient. Um, and I think that's about it. So, I'm going to finish. I just want to say we don't control rates uh

147and we don't control the weather. That's something that we haven't mentioned yet today. But the better we monitor and control consumption, the more resources all of you have to dedicate to our educational mission. Thank you. I accept. >> I'm gonna get right out of the energy management efforts. We're going to obtain the best possible pricing that Dan had mentioned, you know, participating with university municipal energy consortium. Um, building energy audit audits, excuse me, building energy audits and implementing corrective actions as done. You'll see a little bit further that we get from that data as well as holidays and other audits that we do throughout the year. I bring this up and there's one typo in here I want. What? No. I'm in charge. My fault. So, we're going to fight about that. >> Buildings for

148construction, conference days, similar activities. A building's really only occupied for educational purposes and stuff from September. We did the math about 20% of the time. It's that 80% of the time we talk that we really need to go after we we need that learning environment that we talk about but it it's when it's not sessions where we're really looking just like your house you shut the lights off home you have one of your heat cuts back we have very large buildings here so this is an ongoing management effort and we'll continue to work on that the energy audits conducted during the school day prior to that I didn't work with an in the strictly. >> Yeah. >> Uh we used to share notes, but it was strictly on holidays, very small. This is for the

149first time now having Dan here uh 20 hours a week. Uh we're doing full-blown audits while we're in the building going through there, seeing what's working, checking, making sure we get the data from our computer, but physically getting out in the space during that. That's the first time we've been able to really put the time that's really needed. the case study. We talked a little bit about the real- time energy management. We're going to continue with that. We use this as I expressed the building's going to go, but that's our pilot. We're going to take this same approach to all of our buildings as we, you know, we'll have big glasses settled in now. Garden Road is starting to settle in. We'll be able to take that and focus on strategic areas in that building

150um for potential investment. continue continuing pursuing the rebates and additional efficiency projects recover cost from the investments at the time of installation. You saw what we got on the LED lights and the profit there since Dan has been on board. Very first thing that we went in to jump into was getting the rebates that were out there um for pig flats and for gardener road. And to date, since Dan's been on board, we've brought the district $168,000 in rebates counting them. So that's a part of that investment. >> We continue to use our energy print uh utility monitoring cost analysis software. You know, you seem to kind of drive for consumption and cost, but this is how we build our budget with that software. Each month when we get a each time we get a

151utility bill, we didn't talk about degree day, but we got so much trending data over the years. We know what a building should be costing us. Dan can look at that. Hey, not to pick on Chase a little bit there, but call over. Hey, we know what the degree they were, but are the door being left open for too long? You know, I that's kind of been we have it down to there. What it should really be when we see something on the whack, we're able to get it. Um, we're going to continue to investigate the feasibility of solar in our district. Stacy did talk about that just a little bit. I'm warned if it's been brought up and we ought to work behind the scenes. We're not there yet to bring it up. Uh,

152next track my server can help with that and the state is starting to change. I got some things we're working on that we'll be reporting on soon. With that, I do really want to point out a couple be more questions. I really want to thank Dan for all the time and effort knowledge. Um, very helpful for easy for me to stand up and the director take credit for, but it is a team effort. We were talking early on. Key component. It'd be wrong not to bring up Stacy. She did a little bit of talking about the nice service grant. Um, but as I work the nicer at the level and talking to them, um, Stacy was key on this together. When I talked to our case worker, project manager, you want to do it, they

153bring it up. we the grant that she wrote levels above many other districts that were out there people applying for that money and the resource the knowledge she's already learned about energy uh shows me that we're very grateful and what a benefit you know we've seen $168,000 we brought there we wouldn't have that would sac wasn't writing those grants for me so I want to thank you for your time and um with that I open you up to any questions I just have one question. Um, do they charge you multiple delivery fees on the bill or do you guys just get like one delivery? >> It's all broken up. So, we have a uh unlike you, we get three charges. You get a delivery charge at home. We get a delivery charge. You get a

154supply charge. How much did you use? We get a supply charge. We have the bonus round of the demand charges. So in this building, we didn't talk about, we didn't, you know, spend a long night, but we in that real time energy management software. Um, it's $15.40 a kilowatt. a kilowatt in this building. So we went in and looked at the highest day of usage and looked at what was driving it. It was the chiller coming on. And so you're reprogramming the chiller turning on where the valves were positioned moment kicked on. And we did that globally. So that means we took that information we got just from this building and reprogrammed the district in order to bring that down. So, we get free charges. >> Seriously, there's a whole bunch of different ones, but

155my resident is different. So, I wasn't sure how schools were. And then I was wondering if maybe that was something that like the unit when you guys go to bid could go and complain and say, "Hey, we don't want this extra fee." >> Oh, we're complaining. We don't want the extra search charge. I don't know if anybody looked into that. You guys are all bidding together. Like, couldn't you say if we're bidding together, is there a way that they could bid that >> that third piece? Do you know the charge you're talking? >> I know the charge. You're talking about the uh penalty that we're all being forced to pay because Nice took all the profits, paid it out to their CEOs, and then blamed us for the weather that caused the storms to damage

156their lines because they didn't maintain the lines to cut the trees. Is that the charge you're talking about? I believe that's the charge you're talking about. We're paying $80,000 in this district this year in the budget for that charge. Heads off, you know, it's not you you had a bunch, you know, it's to the delivery that we've seen that's really skyrocket. So, any more questions? Yes. started >> many years ago. >> He started more than that started, >> right? I remember they turned off the lights. He turned down 68 is good. I think he's on. But anyway, I really appreciate everything you guys do. very much for the hard. Thank you. >> All right, we'll move to item 6.01 report from the superintendent. Perry, start the next project, please. >> Thank you, President. First of

157all, a lot of people have already said some of the things from Bill's uh HDA comments. I appreciate that. Our number one was congratulations to Chris Roberts uh winning the New York Association for School Psychology of Psychologist of the year award for chapter uh which includes having student Skyler Gates living. uh she was awarded this on November 13th and the annual conference held and it really does recognize some skills in the area of leadership service with on behalf of our students students of their families showing a high level a skilled well holding high level of professional ethical standard. So from the board and myself I'm imagine as well as several of the students families and our districts congratulations to Chris Robertson. Um, in addition, just so that you know, Kids World will be starting after

158school care in fifth and sixth grade starting December 1st. They are doing it this year because it's late. They have roughly four or five kids right now, but if people want to reach out and contact, they will work out things throughout this year as this is a new format to also try to help our students be available and have some after school care if they want to participate, especially in extracurricular. So, if you're not sure, I know it's a little late in the school year. Please reach out. Even reach out to Kim Malone and she'll help uh try to get everybody in touch. This is the holiday season. Music concerts are underway. They've been outstanding. I know they got the Dale Bratz they're getting ready to bring back. Variety show, wonderful performances from our kids.

159Winter sports season is here. Uh everything has started in kickoff this year and we want to congratulate to all of our small fall sports teams and I do want to give a little special shout out to the football team. They lost four games by a total of six points total over the entire year. no matter what, they were always in it. And I know that's very hard to take, but they fought to the end with each one, and it shows that they were very close with everybody. Just like the congratulations to all of our uh sectional championships. I think we had four sectional championship team. We've got some people still competing. So, we just want to wish everybody well and a good start to the winter season. Uh just so the board knows, we'll have

160an update this week, but next week we won't be having an update because of the holiday week, but if there's something needed, we will do it as an individ individ individual update. Uh so that the community knows we are doing an open house. It's on the website. It's going to be going out communicating again. I want to thank Hie for her hard work for all the completed capital work at Garden Roadon High School. We are doing a little information from 5:30 to 6 and also asking what are some people's thoughts on the future during that time and then we will have bus tours out to each of the buildings as well as as the flyer says people can go directly to the buildings. We hope you'd actually come and participate in the early part and

161that will be a focus of the next board meeting presentation in December as well. Uh want to thank everybody for their participation in our Veterans Day. Addy did a wonderful job along with all of our administrators and our buildings for the students and that we are putting together a committee to really formalize this across the district uh now for next year and I think the date will be November 5th if I'm not mistaken. I do want to commend Jess Benelman. I put it out earlier school related professionals day. We don't do things without the support. We have a great district. There's a lot of positive. You heard from the hta. There's tons of positive in this district and that's what we need to focus on. How do we move our students forward? How do we

162give them the best possible education that we can and how do we celebrate? So, ladies and gentlemen, that's as quick as I can go right now, but I will leave it there. The board does have to start thinking about their midyear retreat. Thank you. >> Thank you, Dr. Douglas. That was very very very quick. We appreciate that. We will move to item seven finance items for action. Uh there's no audit committee reports. So we'll move to the action vote. Item 7.03 through 7.13 are on the agenda for action. Is there a motion? >> Second. >> Comments or questions on any of the items in the motion? Seeing none, I'll call for a vote. All those in favor of items 7 03 through 7.13 say I. Any opposed? Nay. Extensions. Okay. Motion carries. Item eight, personnel

163items for action. We have one item for vote. The HR recommendations 8.02. 02 there motion question on 8.02 intercher and thank you for all the leaders that Okay. I just have a question on line N5. It's an aquatics director. It's a resation. I just uh we are not appointing a new aquatics director. So, I just want to make sure we have coverage. We do have coverage dating back there because I just talked to him about it this week. Uh we do have coverage that will be there for the pool and we are in the position of trying to bring forward someone as soon as possible. Correct. >> Correct. >> I just want to make sure we have life guards. Thank you. >> Any other questions? Um I'll be abstaining on E1 is only the idea

164that a little higher degree teaching okay any other comments questions okay see none I'll call for a vote all in favor of 8.02 02 say I any say nay. Any abstensions other than Mr. Conence have just been voted. Okay, the motion carries. Item nine, miscellaneous items for action. We have 9.02 from 9 million to 05. Thank you. Comments, questions? Okay. Call for a vote. All in favor of 9.03 times. 05 say I. >> I. >> Nay. None. None. Okay. Motion carried. >> Item 10, policies. We'll start with the 10.01. The policy committee report. Right. So I have some notes here to talk about. First of all, policy 6220 on state aid. The committee recommends um to delete this policy. One, it's not required by law. Secondly, it's the recommendation of council. And this is my

165own personal opinion. uh for what it's worth, the policy settings in the district will apply for state aid. That just looks to be pretty obvious and it'll use the state aid to introduce the children in the district. So I think that's obvious and we teach the district that all right um policy 6240 uh on investments. This policy has been updated and you'll note that um is deleted because 6240 now incorporates a lot of what was in 6400 and um the policy itself is more comprehensive. It is in line with the government finance officers association known as GFAO and the language itself tracks the GFAO investment policies and recommendations that have been adapted for New York State. So they recommended that school districts um add this to their policy. Policy 6500 um deals with updated uh

166bonding amounts for officials within the district. the amounts that are added into the policy. We approve those amounts for those individuals in the July board meeting. We're just updating the policy itself to reflect the amounts that we've already and then policy 6620 we're recommending deletion. Um so the GAB statement number 54 is the title of the policy. GSB stands for governmental accounting standards board and they establish accounting and financial reporting standards for within the United States local government school districts. So they're the standards all of the financial people have to follow. Um currently there are roughly 103 GASBA is the sign term for GSB GASBA uh standards and the they issue the standards in the vocabulary of a statement. That's why it's called GABA statement number 54. And um I want to talk a little

167bit about statement number 54 for a second. Uh statement number 54 was passed in March of 2009, issued in March of 2009. Statement number 55 was issued in March of 2009. In 2011, the district only chose statement number 54. Must be 55 to meet some criteria they had. But in addition, we don't have statements 1 through 53 in our policy and we don't have statements 55 through 100 and three in our policy. So for some reason we randomly have statement 54. The problem with that is statement 54 has sub subsequently been amended by statement number 63 and subsequently amended by statement 84. So this points out the problem in policy of including in your policy laws or standards like this when they change then you have to go back and find these things. So the

168recommendation is to delete this whole policy. And then lastly, since it's about accounting standards, if you're worried about will the agents of the district follow the standards, there's checks built into the system. In the accounting world of government and school districts, all financial agents know these standards. All right. When I was talking Katie, she told me statement number 101 was changed. So, they're up on this. And if they don't follow the standards, the checks are the internal auditor would catch it, the external auditor would catch it, and the controller of New York State would catch it. So, um, that's a very long explanation as to why TASB statement number 54 does not need to be included in the policy. >> She was taking vigorous notes some research. I'm not this great. >> Great. >> All

169right. And then lastly, policy 6660. The recommendation is to delete that policy also. Um again, it is not required by law. The policy itself is not required by law. It is required by law that every district have an independent auditor and do the audit, which we do. And um when the audit is done, it is required to be uploaded to a state portal. So the state checks that we have done an audit. So if we didn't upload an audit, I'm sure that if we m So the idea is that we don't need this because it required. All right. We keep this secret. >> Thank you. The very comprehensive reports. Uh we did I think we picked 54 because it was a great that's a joke. I didn't have to. So we do have an action.

170We have two policies that are at their second reading. So they're to be voted on 10.03 and 10.04. Is there a motion? Thank you. Any comments or questions on the uh policies pending for approval? >> Yes. >> I'm just voting no on that. >> Okay. Thank you. Anything else? Okay. So, call for a vote on the pending motion which is the approval of 10.03 and 10.04. All those in favor say I. I. Any opposed? Say nay. Just noted. Any abstensions? Okay. Motion carries. Uh Mr. Compton walked through many of these proposed changes in the first reading, but we have a number of policies 10 point sorry 11.01 through 11.07. Uh so this would be the time if any board members would like to ask questions or make statements about the first reading policies. U please

171go ahead kudos to the policy committee. um just you know I think it's we've gotten continued advice from council to to remove policies that aren't required right and because we have so many and particularly those that are um covered by law anyway right so there is redundancy and it just opens us up to some mistakes and and inaccuracies in our policy so um you know I think it's great that you're going at the level of detail that you are and and the research that that you're doing um and that the recommendation is to look at. So, thank you very much that. >> Thank you. Any other questions or comments on the first reading policies? >> Yes. >> Um so, I don't I understand your for the devation of number 54. When I went through and

172I started reading some good information and so I understand how things are presented. Um I don't know if everything is always presented exactly the same as it says. I think instead of reading this, it's good to let people know the standards that we do follow that it is you know the GSB for this. There are other ways of doing audits. Some people call Gaga standards. Some people just use um a little bit of gas ga. There's there's a couple other ways. So saying what standards we follow instead of just taking it out so that we know what those standards are. If we are in fact following one through 107 or however many they are, I think that would be a little bit better. Um that's just my opinion. And then I noticed or I'm noticing

173there is no first reading of um the policy that we all talked about with the last board meeting. We had discussed that um somebody who would we all voted to pass that um the HPA or I any of the arguing units could come and sit at the table to have a thing on the agenda. And so we passed that in a motion last month. So I'm wondering why that wasn't a priority for the policy committee to make sure that we were having a first reading and come forward at this meeting so we could then have it pass second where in some instances we go through when we have a first and a second where we pass things more quickly so that these people are allowed to have seat at the table before the new year

174begins or at least before the new year begins. Yeah, I let me respond to that and first just a clarification what we voted on with a policy that would allow presentation during a comment period. So when you say when you say seat at the table, I don't know if you literally mean seat at the table, but it would be us standing at the podium giving the uh comment during an association commentary just uh we did so vote to put a policy together in the last meeting and then subsequent to that uh I worked with Dr. Douglas and the district's legal council to put an initial draft together and then that draft had been ported to the policy committee and it will be in reviewed at the next policy committee meeting in December. So it's in

175process it's just a month behind the timeline you laid out and I would note there's nothing that prevents any association from coming and speaking just like Mr. Trinity did tonight. So it's not as though the auction doesn't exist. We're just formalizing it through this policy that we have um in motion. So it is I was going to mention that during my president's report, but it will be something that we see for a first reading and if the board uses you know we can wait second. >> Any other comments or questions on the uh first readings? Okay, I will move to item 2.0 sorry 12.01 01 board presidents and I was going to mention the association policy which we just talked about so skip that and you know I I know it's uh it's late so

176I'll go quickly but there's just many many things that we should be proud of that are happening in the district that many of which have already been mentioned this evening so we won't go through them all again but everything from the fall sports teams the sectional titles through the 71 high school students just inducted into the National Honor Society to uh celebrating school related professionals day. So what the district did to honor veterans on Veterans Day, it uh it really says a lot about the character of the district and all of the staff folks who who make it what it is. So thank you to everyone for that. Um let me turn to 12.02. So also at the last meeting, the board voted to put together a proposal for an ad hoc committee to review

177the start time selection issues that we've been hearing about and discussing in the way the board we have a policy um for the creation of committees 2250. And so following the way 2250 is written, it calls for the board president to put together a ad hoc committee resolution proposal and then for the board to talk about that and update it as the board sees fit and then assuming we vote on it and approve it, we would then move forward with the implementation of this committee. So there is a draft uh that is in the agenda under 12.02 this evening. There are a couple of blanks left and I I was planning to speak to those this evening. So, um, in terms of the additional review by the board of of any report from the committee,

178it says it as April 2026. What I've inserted there is April 22nd, which is the date of the business meeting in the month of April. The assumption would be that the report will be delivered by that date, April 22nd. And then down below where there's a June and a blank date dissolution of the committee I've been sort of June 18th which is again the business meeting that month it's 22 for April and 18 for and then my proposal for discussion is where there are blanks around the different members of the or stakeholders who would be represented uh I would propose four of each of those categories. So it' be a total of assuming everyone uh you know comes to a given meeting. I think that that's hopefully large enough to get a good cross-section of

179views and perspectives but not so large that it becomes unwieldy or difficult to function uh as a group and so that what I would propose those blanks and then the blank about the chairperson is to be determined because we still have to select the board members who would serve on this. Uh and to that end we did solicit if there were any board members interested and I know several contacted Dr. Douglas um the way the policy reads ultimately the board president would select those and so if we have more you know interested than we have slots uh I'll look at that and then we will come up with who we would recommend be on committee and likewise come up with a proposal for how we solicit those in the community who would like to be

180a part of it likely some sort of you know online form where you would state your name and your relationship to the district etc. And then we can solicit those applications and have a process for selecting who would serve. So I guess I'd open it up for any comments or questions on this draft that uh we have in front of us. >> I understand what you're saying about trying to limit the amount of people on the committee. Um, but I feel like four members of the district staff is kind of small because there's so many different buildings. I feel like that should be open to more a higher number of different district staff to be able to participate in it. I mean, think of like three elementary schools, you have intermediate, middle, that's five school,

181six different schools. So, include the representation of all the different schools. So I feel like a minimum of 12 because that's two from each school would be a minimum standard in my opinion to allow people to come two people from each building and you figure if there's around 70 staff member each building being able to gather feedback and have those people come and communicate that to happen that would be like at least that would that would be a minimum to be able to have communications but that's just being done. And then I also think that you know for community parents and also a small number I feel like those two areas you should allow your learn to be available. Okay. Thank you. others. >> I'm not as concerned about the number of individuals because when

182in my understanding of what a committee does, it is people responsible for being the conduit um of others to the to the conversation that's being cut. Um also it's it's the group of people that believe the data collectors in essence and processors and ultimately responsible for sharing out their portion for the greater full. So I don't have so much of a problem with the with the number as long as I feel very strongly about this that the individuals who want to be a part of the ad hoc department of job right um assuming best intentions to be objective to look at the data that is collected so that we are sharing accurate information. So we are finding what might be being done really really well might what might need to be tweaked and what may

183need to be overhauled and sometimes what data can share is that we may be misaligned with some of the beliefs that we have good bads. So in my mind that's kind of the concept with this committee is to be the ones to be that conduit for the data to the team for our processing and then bringing back to the board for decision. >> Thank you. >> Okay. Um so I agree I I don't think the number really matters. I think that um the larger activity you have, the harder it's going to be to facilitate, right? Um I facilitate things for a living and the bigger the group you have, it it is hard. So unless you have a very strong facilitator, um it may be hard. I mean, even with more people in each of

184these boundaries. So um so that's that's a thing to consider. But the other thing um is, and I think this is going to be really hard to do. I mean, piggybacking off of what Erin said about having all the committee members be objective. I think it's going to be really hard to find people that put their biases aside, right? And that's that's going to be very that that is going to be difficult because I think there is so much um passion on this topic on both ends of the spectrum, right? And so being able to come into it with an open mind to be able to look at all the data um and and that's going to require you know again strong facilitation to pull that out but then also you know um ensuring that

185it's not just being on the committee because you are really mapping right um it has to be you know productive work and so I I I just I do have some some reservations about um making sure that >> I have a vocabulary question um for before I had one other question. So when we're saying members of the district staff, is the assumption they're teachers or >> it's all staff? >> All district staff. >> It's intended to be inclusive of all staff teachers. >> All right. So with Katrina's question is there there's not as I read this a place just for teachers, right? >> I think if I can help Yeah, I I think if I can help a lot of times from what like Aaron said and stuff, if you look at different district staff,

186>> you're going to have to find some way of getting diversity and representation across the business. Most likely the easiest way to do that is it's going to have to be some version of unit leaderships because they have how do you say the access to be representatives. Does that help? Because like I'm I'm looking district staff HDA would obviously be one of the staffs that we need most likely. You know, you look at your biggest units, the ones that will most likely be impacted one way or another. You can go everyone's impacted. And then trying to make sure you get high school, middle school, intermediate, and elementary in representative form throughout the entire dynamics. So then I guess I'm playing devil's ad here, right? Can there be crossover? Like let's say you're a district staff

187person and you don't get picked. Can you now be a community member? because then you you sort of still have the district perspective in your head and you either one and you're not really representing what the community may be thinking. So I'm just curious how I if you're a district stamp member are you going to be coming on as a member of the community? Not in my I think if you all you know those are two different hats that a person could wear. I think the intent would be try to get diverse for the reason that I've been stated at least my thinking that we want diverse representation. So the goal would be to identify community members who have that specifically uh but I don't think they'd be procluded not the way this is written.

188Okay. And and to be clear, you know, we we if if the board feels strongly that we should have, you know, call out teachers specifically and have that as the line and then staff in addition. I mean, this was just by, you know, starting proposal. So, we certainly can make changes. Uh we're not wedded to this, but this was meant to be a place that we could jump off from and discuss Um, I can feel that she's pretty happy. Anybody will come down and get sharp and um how how we usually members um or district staff or anyone for these types of >> district staff has a process. >> Okay. >> What about community members? >> Community members. We talk >> well I think in the past it would be there I think right wasn't

189there when there was the >> merger study committee like there essentially then we put out if you're interested fill out this online form and >> okay >> here's my name I've got kids in these school you know a little bit of biographical information and then potentially a statement about why you're interested in being and then from that we would you know >> I was um I wasn't part of obviously the board at that time did get a lot of applications during that time period or so I wasn't a part of the board at that time but I was on the committee okay >> um and it was an application process and in the application process you had to identify what hat you were declared when I was committee right so that way you know if

190you were a staff member but you also were a community member or a parent you would pick okay I want to be on the committee with this hat on um but there was I mean it was a it was been really big, but we had outside facilitation came in and did it. Um, and you know, and it was a it was months. I mean, you were well, you were on the floor, right? Um, it was months and months and months. >> Thank you for sharing that. >> FA like a paid facilitator. >> Yeah. Yeah. It was not anybody's return and it was months like you said. Yeah. Is it cheaper still? >> Well, because it started with a study between us and heights and then when that vote went down, then it became just a

191district committee that started looking at that's the whole potentially you know where all the discussion started around the consolidation of schools to reduce >> and even before that there was another committee for consolidation that went ignore the version that's the one you were referencing was the 2030 >> right but I was on the board but before I was >> yeah that consolidation >> one of my suggestions if I can just hearing is you may four members of instructional staff across the district and four members of the noninstructional staff against uh community parents and stuff. I mean, honestly, I I don't know how you feel. I my personal take it needs to be people that are they have kids in our program, right? So, it really should be parents and what I would say is two

192parents from each of the levels. Two high school, two middle school, two intermediate school, and two elementary. That way you've got it across the age level because if you don't and you really you're only talking about you're talking about the start time, right? And if all of a sudden the committee is skewed one way, you got to remember the petition that you saw was about 5% and it was mostly elementary age. You still got intermediate, middle school, and high school that we've got to make sure they're represented. But I don't know if that stops like two at each level for the community parents. But I >> no eight. >> You're basically including if I total you'd be at 28. >> Yeah, but if you did that the intermediate, middle school and high school are all

193at one and the four are all >> the campaign thing perfect. >> So when they want to all be >> well they're not voting. they have to come to probably come to consensus because if they do oppose then it needs to be equal for equity. So somehow that group is going whoever the facilitator is blessing they're going to have to sort of bring about some type of consensus of the group. But if you p voting against voting that's going to be a problem. I couldn't hear what you said. I said like our MTSS group and our other group, the wellness committee, we seem to have quite a few people represented. I think that that is at least my type under comparable for this committee with the same number of staff and people involved part of

194those committees. I know that we're bringing more people onto it from community, but however many people serve on those committees, it seems like we would at least have that amount of people represented within because we have committee meetings with this similar number every month. So >> there's more than 28 people right now. What we're discussing now 28 people in a minute. There's more than 28 people. >> I don't know exactly how much >> most I you know I mean I agree. So I think as was said the balance here is trying to have an effective group but in utilizing that group to collect information right like it's in a perfect world you'd have every view represented on the committee but it wouldn't the same practice right you can't have hundreds of people on a committee

195if we were trying to find the right balance of a group that can represent and my view again you We're all kind of figuring this out as we go. But I think this group has to have in mind things like surveys, uh, open meetings where people from the community can come talk, share their views, they can solicit written comments. I mean, there we have to have ways to get all those people out in the district who maybe they're not interested in serving on the committee, but what they think and feel is relevant. And so I view the committee's job as collecting that information across stakeholders and not merely, you know, representing their own specific interests. That's that's not the intent of what you'll do is to do. So it's through that process that I hope

196we reach all points that I want to try to reach. >> I think you make a great point for addition to this. Dr. >> I think it's important to include a possibility of the realm of tasks that individuals may actually take part in um creating a survey, right? because the creation of the survey in and of itself is a time consuming task if you want to ask the most precise best questions to elicit a strong response, right? Um and then some of the other concepts that you just shared in person round tables, how are you going to be able to collect that data from people having having you know meetings? Is it right thing? Is it I I don't know. But I think it's important that we we try to as a team here at

197this at the table try to come up with concepts of how the work that the committee will need to do because I would hate to see somebody go through this whole process, get on a committee and then say, "Whoa, this is not what I expected to be. I thought that I was going to be having a voice for, you know, all teachers or all, you know, uh, parents or all of this. I thought I was going to be that voice for everybody. So, I think it's really important that we really define what the role is of of a committee member so that there's no surprises. Um, and people understand what their they're in for. I don't want to say in for but what their what their challenge is what their adventure will be right however

198you want to say >> thanks uh I would also transportation maybe would be a good part of this committee and getting like what you said on solid fact data some type of a survey would change starting point and to look at making sure the state standards. I know we are the state's working on don't start before 8 a.m. and they're trying that right now. I don't know if that's in the next year or two, but let's get ahead of it instead of behind it to make a plan and maybe combining things so there's less bus so we have more of a standard time schedule across all the schools like it was last year and that would be more of the transportation department being part of that. So I think there are really important that should

199be part of this committee. That is just so that you know there that is as well as that activity made by the district administrator that's so they can be very important >> and and they could be part of the district or nonational staff also. So, I mean, how many people do you think are really the ones that are not? Do you think that we're going to have a super huge interest? And like, if we don't get super huge interest, then like, you know, like we're coming in with all this, but maybe nobody really wants to be on the committee. And then >> you got to kind of find out about it. But really like how many we're setting standards like you know we have two for building or eight but maybe we only get three

200people to represent that particular line. >> So you know what I mean? Well, I >> just maybe keep it open and see how how many people come, you know, and maybe not specifically saying four four four like we have to limit it to four word counters, but see how many people and then just adapt and maybe not hold ourselves to a specific we have to hold ourselves to a specific number and try to those right now so we can have resolution. That's just what I'm getting at >> kind of hard to pass the resolution without specific numbers. So that's what I'm saying like >> I my view is we have to at least designate the targets under the policy for the ad hoc committee. It says when appointing a special ad hoc committee the word

201the vice president provides the following guidance be a resolution of the board that will one of them is specify the committee membership. So in my view it's important what we're striving toward excuse me some kind of balance right and so if we went with open I open-ended and it so happened that one of these c we had 40 teachers that want to be a part of it that's great but you know that group would be over represented visa v the other groups and that were out of balance right so I we're trying to create and I mean the practical reality with like you know what it's to try to schedule a meeting like what I mean this may have actually >> whoever's on it has to make themselves and so the idea of trying to

202get 40 50 people to all say I'm available Thursday at 5 is >> I mean I'm anticipating we have to accept that it's just whoever can make it can make it but I mean but the so that's my concern is that if you get too large groups it's just going to be ineffective I I don't know exactly what the right balance is, but members doing five through six. You should feel elementary because we're doing two. You got like you split the district. You're having six people. You're having six people for five to six, but then you go prek through like what? So I kind of think maybe even four and then two intermediate, two middle, two. >> Yeah, that was just my thing. Okay. I I liked what you said is we do four four

203at the elementary level, four at the secondary kind of it's sort of like what you're saying even though the intermediates in there. Um I I understand that sort of at least gets a little >> unless you happen to find a who got that. But I think >> and I and that's what I think Dan has to be given some leeway that once we get the applications he will it is his charge. He can say who's on uh and if we have at least the guidelines then we can get started. So you're saying you're talking about the parents right? >> I'm just saying five. So another way to think about it is if you did two per school and you'd have six at the elementary and then six for the other three. >> I was trying

204to >> if I can give you sort of a recap of I think what we're talking about quick four members of the board, four members of instructional staff across the district, four members of non-instructional staff across the district. uh four members of sort of like intermediate, middle, high school across the district, four members of elementary across the district. And this is parent/ community. And then uh four members of building principles, that's basically one at each level. and then board members of the district administration because items we are going to need them because we need I'm looking at special education uh contract uh my curriculum and our MPS as well as potentially uh anything for transportation when you're looking at start times all of that's going to be there start times really put that important but

205I think if all of those are in there I think we've met that >> so then previous took two. >> Yes. What I what I did is um instead of two high school, two middle schools, we made it to elementary four elementary basically like two 5 through 8. >> Clarification. We say in the resolution that is um uh a committee on school start time selection. Should we say start time evaluation recommendation? Because the committee is not selecting. They're going to be looking at what we currently have and then providing recommendation back. the committee to make consideration, >> right? superintendent in states. >> Okay. So maybe it's evaluation and consideration or something. I think I I I don't think selection appropriate. >> I mean that was just the word we tried to keep it simple. >>

206What was that mention? >> Well I said start time evaluation and recommendation. So start time evaluation recommendations. So I I don't think it needs the consideration down below it says that to deliver considerations recommendation. Yeah, >> that's right. So it will be it's up at the top that resolution and also >> and does the board agree that however we get the rules once the names are compiled obviously Dan will do the board but when it comes to our internal process for district staff building principal building administrators But community parents would be sort of like an application. We bring it to Dan and we try to best balance it out with the information that they get and that way we hopefully have that by December. Does that make sense? >> Yes. >> Anything else? Because I

207think I can actually Is it a wise idea to have the members or do you think that the four members are the committee should be the other >> ad committee by policy or signed by directly by the >> oh person? >> Yes. >> Rest assured I would want the opinion of the other board members. you would add the consensus. I think it's worth considering that in order to really make this effective, I don't know what the options are with the cost, we might need a facilitator. Um, so I don't know if that needs to be in the resolution to sort of have that as an option or that's something we >> if you guys want a facilitator, we'll need to put out an RFP in do it. It is going to have probably anywhere from

208a 10 to 15 spots. That's I mean I'm just going from what we've seen before >> there there is a group locally that does provide good service uh nonprof um it's it's through like small business development and then there's another subcategory group I had somebody who described that maybe there might even know but yeah most >> yeah I think we go there we could look it off I just wanted to make one point >> so we talked about changing the name we inserted dates we've updated the categories and the target numbers any other specific speific edits that board members would like to suggest before we try to have a vote on the modified document. Okay. It is recommended that the Horses Central School District Board of Education approve the creation of a temporary board of

209education special ad hoc committee on school start time evaluation hereafter the ad hoc committee as a temporary advisory committee of the board. Whereas the Horet Central School District Board of Education desires to review the board of education school start time evaluation for all levels of education in the district. Whereas the ad hoc committee will utilize current Wars Central School District start times for the 2526 school year to consider any potential modifications and/or switching of school start times for all levels specifically as needed to gather information from relevant stakeholder groups about the following and to produce a report on the same first submission to the board. Bullet views on status of start time. Bullet discussing feasibility, practicality, desiraability of making any revisions or changes. Bullet understanding and exploring potential impacts positive and negative from any potential

210revisions for changes and bullet making any consideration to the board for potential revision or changes based on gathered information. Whereas the final draft report of the ad hoc committees will be detailed information gathered the views of the committee's discussion the consideration of the committee and the reasons supporting any such considerations and will be presented to the full board of education for its initial review by April 22nd 2026 and any discussion and or action needed there. Whereas the membership of the board of education special ad hoc committee shall consist of the following. Four members of the board of education. Four members of district instructional staff. Four members of district noninstruction staff. Four members of the community/parent elementary level. Four members of the community/parent grade 5 through 8 and grade 9 through 12 level. Four members of

211building principal, four members of district administration for a total of 28 members as well as the ad hoc committee may include other district administrators as appropriate and needed. Whereas the ad hoc committee will determine the meeting schedule and frequency needed to meet the expected delivery date of the draft report to the full boards and the ad hoc committee will be chaired by to be determined by the board president Mr. Daniel Christmas along with his selection of any permanent members to this committee once fully applied or submitted. Whereas the ad hoc committee will be dissolved by June 18th, 2026 or earlier upon the submittal of the final report of the ad hoc committee to the board's president. Therefore, be it resolved the Horet Central School District Board of Education President Daniel P. Christmas motions to hereby

212establish a special ad hoc committee on school start time evaluation for this purpose and timing. I think I got it. You just >> so >> second >> I'm just playing words now. >> Okay. The first whereas in very top piece epic paragraph. So whereas central school district desires degrees board of education school start time for all levels of education. Why do we need evaluation in there or selection? That's what we're doing. We're looking at start times for all levels. Isn't that what the purpose of this is? Yeah. I mean I I don't think it materially changes it. >> Okay. >> Yeah. What you're saying is the is the purpose. >> So you say April 22nd. >> That's our board adoption or budget adoption. >> If I could ask for an amendment no later than April

21330th. >> Okay. That way it's just I mean they give it early but that way that's when >> yeah I guess like yeah I just want to make sure like I mean if we were say a second we want a presentation that I mean it's that's a that's a pretty meeting for so >> is everybody okay or an amendment just April no later than April 30th. I think this will be sooner. I think I think it should come before the budget not later your vision time then you're pushing into March I mean it should be very late in the school year just leave it Yes or no? I think 30. >> Yes. I amend my motion to reflect April 30. Second. >> Any other comments or question? >> Yep. I I have the most. >>

214Okay. All those in favor of the motion as amended for the formation of the special ad box committee as described say I. >> I. >> Any oppose say nay. >> Yes. Any abstensions? >> Twice. >> Okay. The motion car sign. I just want to thank the boards for your time and participation and patience in that discussion. I think it's important to be tried to get it right and thank you very much for that. So, so we'll move to item 12.03 board member. Any board members like be recognized? Uh I want to quickly thank Jessica Bill and Tracy for their comments uh tonight. Uh specifically school professional recognition moment teacher sending positive remarks was talking about nice good stuff here. Um I want to congratulate all the fall athletes for wrapping up their seasons including the

215competitive marching band. They also wrapped up their season. Congratulations Mr. Brandon Johnson. Um, and specifically too, I forgot to mention this in the MTSS presentation, but I had the pleasure pleasure of watching this Amy Browning teacher calculus class and exhibiting MTSS. I mean, you want to see master teaching, go observe Amy Browning's calculus class because it was perfection in a mathematics instructional setting. It was absolutely wonderful. um her ability to cater to every single student's learning style in that class simultaneously, get them all to not only get to the answers, but to enjoy the process. It was amazing, Mr. Browning. Thank you. >> Thank you. >> I also really appreciated Mr. uh comments tonight soliciting um those ideas from other HCA members and what I really loved about it was how many of them were

216focused on recognizing their peers but recognizing and staff members in other buildings right specifically with the example from I think it was Stephanie May who recognized the fourth grade teachers for preparing the students for limit they're coming into school and I I just thought it was really nice um to be able to do that and that we should be doing more of that part of that kind of building each other up. Thank you. >> So, I just wanted to comment that um I think the last half hour, 40 minutes discussing star signs and the new resolution um indicates the importance of paying attention to community meetings. We had this discussion and now we're back to being um so I think it just shows the importance of being civic minded being concerned everybody knew start times

217were changing everybody knew about busy were changing so now we're back reinventing the deal again so to me that's very frustrating when we had meetings for the public to come and give people. >> Thank you. Other board members like to recognize that >> time everybody. Don't worry. >> I know. Um, I just want to say a big thank you because it has been a little bit, but the um, Sister City Exchange program came at the end of October and the administration, the facilities crew, um, the transportation department, everybody really helped to make that visit memorable and special. the staff, the everything. It was such a great and and wonderful time. And so I just wanted to say thank you. Um they were very very happy. It was really great. And then I also wanted to

218um say thank you to all of the volunteers who came for the first um star night dance that was thrown by the intermediate school PTO. Um it was a huge success. We had probably 300 Well, we had 300 tickets that sold. So, but not so some kids came in and they donated food to the food bank and they could give their ticket to come in and then if they didn't, they still buy their tickets at the door. Um it was chaos. believe those kids had the best times and the parents who came to show up to be there. Not sure if they'll want to come back again because it was a little wild. We hope they do. It was a lot of fun. The kids have had so much fun and the PTO is working

219hard to come up with even more events for that um age group in the fifth and sixth grade level to have more experience. It was very wild like that. Um so that was really good. So, I want to say thank you. Kim worked real hard. The intermediate school PTO was doing a good job. So, thank you to everybody. Um, and then I'm just going to leave my comments there. >> Oh, please. Um, I want to thank all the fall sports. I got watching some of them. I really enjoyed this evening and for all the other students accomplished a lot of things this fall. Thank you very much and thank you for recognizing all the opportunity not just but thank you very much. >> Okay. Um I want to also thank everyone like Matt who did

220come speak tonight. It does seem to appreciate that in the performance. Um and it was nice to hear the positive. Um I also want to recognize fall sport athletes. Um they had an amazing um postseason. Um our football team was exciting to watch. I don't know if anyone watched some of those games, but even that last one I watched it on the networks network and it's so exciting to watch. Um heartbreaking but so exciting. then to volleyball the next day and um we went five sets in the regional finals. Really exciting. They came up a little short but what an incredible season. Um Serenity mentioned some ball athletes that she remissed in speaking about the cheer team she was on that went to states as well and finished fourth in the state. So if we

221think of all the incredible things our our students do, right? and recognizing veterans on Veterans Day, volunteering, um, variety shows, bands, and these athletes. We we really do have quite an amazing community, and it's it's nice to recognize and see all of this happening. Um, I mentioned a bunch of other athletes and team, so I want to make sure I highlight our um, swimming girls swim team, one's nationals, and several of them are heading to the States. I think it's this weekend. And then um those two cross country stars that did end up going, they had an incredible team, but two of them went to states, a um both a male and a female. And I believe one has went on with the federation as mentioned. So if you don't get a chance to watch

222it and you've never checked out that NFHS network, you do have to pay for it, but it's the coolest thing to be able to sit and watch it for. And I mean, I was cooking and watching the volleyball game and I was just so excited. yelling at my phone, but it was really exciting. So, congratulations to everyone and hopefully winner will be this success. Thanks. >> My my last thing just so the board knows, it was a very positive meeting. I appreciate Bill doing that. I think that's the intent for all of our units. I just want you to know now that I have some of that information because I don't get told we will develop a nice response from the district on behalf of administration nice that and then the big thing is you

223know open house get out and I know I'm forgetting them but I'll let Yeah, I I thank you to everyone for your for your patience. I know it's a long meeting and we joke about it, but it's important that we put the time in. And so the bad news is the builds are losing by four halftime. The good news is the meeting is ajourned. All right. Can I get a motion to adjourn? >> All in favor say I. county at the door.