BOE Meeting 5/12/2026

001Okay, we are we are back from our exit session and u Mr. Wolski will give us our uh repair reserve hearing. Um I think the board is aware that we've been having issues with the uh um water treatment plant that's on this location. Um the superintendent sent out messages to update the board on where we are. Uh we had extreme cold temperatures. Um those systems are designed to move uh liquids. Uh sometimes when we have extreme cold weather for uh a month and a half or so um those um mechanisms to move the liquid, the stuff freezes, there's strain on the parts and in pieces uh things are broken. Um and that's what happened to us this past winter um when we had the extreme cold for January, February. So it's it's something we haven't

002seen in this area for quite a long time. Um the building where this plant is located down by the the baseball fields um is not insulated. It's not heated. Uh never needed to be. Um but because of this extreme uh weather conditions, uh we did move some heaters in there temporarily to kind of get the thing going. Um but there was some damage done and we need to do some uh replacement of that uh facility. >> Get the right presentation up for you for the repair reserve. The budget hearing is at 12 or 9 whatever time 6:45. Yes. >> This is the repair reserve hearing. >> Thank you. >> And so um we also have repair reserves that the the the district puts aside money into two reserves that we have currently in the this

003is a perfect case of why you want to repair reserve because things like this happen sometimes. You don't expect them. All of a sudden you have a $200,000 repair bill. Um, and the general fund budget that we have just doesn't handle a $200,000 repair repair very easily. Um, so when we have those kind of issues come up, we have reserves we can access. And that's what I'm asking tonight is for the board to access the reserve to help rebuild that facility. And this facility serves all the buildings on this side of the road. Uh, just so you know, transport all ways transportation garage, high school, middle school. I I um just refreshing your memory what what we did with this repair reserve last time. Uh we did heating repairs at Wales and the high school.

004We uh refinished the high school gym floor. We replaced the logo on the the middle school floor. Um we replaced uh some of the um areas of parking lot that were broken down in the transportation area by the transportation garage. And at Wales Primary, we worked on the water uh facility there. We they go off of wellwater and uh we had to replace some systems there to keep that water um in nice shape. So, what I'm asking for today is uh repair reserve access to replace this uh facility that we have on campus. Um we rebuild this this uh u water treatment plant. Um this was last uh installed around 1997, so it's been quite a long time. Um extreme cold conditions. Uh we contacted three contractors. One that built this the existing facility. We

005tried to get pricing from all three of them. Uh the one declined because they don't have time to do this in the summer and we need this done fairly quickly. We have to do it in the summer before September. Um so two provided pricing. The low um bidder was ACE American Contracting Environmental Surfaces. Um and then equipment that they would would install would be purchased from Brentwood Industries called Polychm. uh is that the the total of both is around $241,000. Um that's kind of the ex like you know not to exceed cost. Um we have submitted this to New York State as as an emergency project. So tonight also you'll take some action on that um to call it an emergency project. Um we hope to get building aid back uh at a rate of

00671%. Um, I have also contacted our insurance company to see if there's anything there that we possibly could get um from that road because it was an odd occurrence with the weather and things like that. I don't know if that'll pan out, but but I'm I'm asking the questions just in case there's something there. Um, we would complete this work during the summer. Um, and I would ask to close out the 2012 repair reserve, which currently has $232,000 in it. the additional money we need will be in the general fund. So, we can handle that with our normal repair money that we have built into our our our general fund budget. So, that would leave us closing out the 2012 repair reserve and still leaving $200,000 in the 2023 reserve. And we hope to, you

007know, end the year and put some more money in there and keep that building as well as we progress. So, later on in the meeting, uh there will be an action that you will take to uh access the repair reserve. Any questions on that? do want to thank Jim. He's in the audience too. Um because his crew were down there during the coldest weather making sure that the sew and you know it goes through a sewage treatment plant obviously making sure that they were in there everything was moving that um everything was being filtered appropriately. Um it was no small task and they've been keeping it going since then. We've had had to have had a couple pumpouts of where it's been going. Um, but thank you, Jim, and to your crew. Please extend that

008to them. >> Yeah, it was a 24-hour job. They were going down there to make sure the heaters were on all every day, Saturday, Sunday, uh, make sure everything was defrosted and keep the thing running. So, it was a a great effort by them. >> Um, before we move to the uh, budget hearing, are there any is the hearing are there any questions on the reserve hearing? >> Good. >> Okay. So now I'll switch gears to the budget hearing. Um this is a requirement within 10 days I believe of the budget vote. We are required to do a budget hearing. Um this is going to be no changes from the April presentation that I've done. This is just a condensed version of the same thing. So no changes. Um since then um I'll go through

009the vision mission what we consider during the budget. Again no changes to any of these things. I'm going to look that at the summaries of the revenues, expenses, and propositions. Um, so again, public hearing must be held no more than 14 days and no less than seven days before the date of meeting, which is next week. Tuesday is our vote for the budget. Um, we also must provide the school budget notice to all qualified voters, and that comes to every home in in the form of the newsletter and the six-day mailer that we we send out um that everyone will have in their possession. Uh review of the tax levy calculation came to uh 2.12% is the uh allowed increase on our levy. Um we are not choosing to exceed that. We are going to

010um submit our budget with a 2.12 tax levy increase. So again just we rough estimate what that impact will be. Um, if everything stayed the same and nothing else changed for six different townships, it would be around 2% increase on the the levy for everyone tax rate. Um, we know that there's six different townships with six different equalization rates and lots of things can happen. So, every year it seems to move around who gets a little more than two, who gets less than two. Um, but um, that's dependent on things that that are controlled. Uh, equalization rates are controlled at the state level. We really don't have a say in how that's done. And if we look at our full value rate, if we took the full value of our property and put it all

011equal, um you can see that rates been going down. And really the reason that's been going down is property value has been going up so much. The our levy is spread across more money of property value. So it makes it look like that equalized uh tax rate is coming down. But you can see that it's really flattened out, which kind of probably makes sense that property values have kind of flattened out and aren't continuing at those higher increases they were years ago. On revenue side, um they say there is a state budget that was approved, but then there's conflicting uh information that some people feel there's not a budget uh completed at the state level. So, we're kind of stuck. It really doesn't impact what we're doing. Um, we have a vote next week. At

012the last board meeting, we approved the budget amount uh for our budget going next year. So, we go forward with whatever they're doing. Um, the executive proposal was a 1% increase on uh foundation aid. The Senate Assembly proposed 2% increases on uh foundation aid. And again, we don't know where that landed at this point in time. >> Yeah. So I, you know, I kind of laughed there when he said there was one, wasn't one because I was at a I was over across the state. Um, commissioner of education, everyone was with me at a meeting and it was announced the governor came out and said, you know, we've agreed to agree on a budget. Every was like, good. We kind of know where we're going. Maybe they'll start giving information. And then a little bit

013later, the speaker of the house came out and said, no, we have not agreed to agree on it. I don't know. I'm paraphrasing what they said, not quoting. I don't know why she's saying that, but there is no agreement yet. Um, so what does that mean? >> It's it's must be very >> It means we have a plan. Um, whether it's a 1% or 2%, it won't change the tax rate no matter what the state does. Uh, but you know, it only will change of a was it a $60 million budget? 60 plus about $100,000 of what we would get. So, John has built in contingencies. Thank you, John, for another year in a row of taking care of the state politics. I guess I I don't know how I word my thank you in

014that. >> I imagine it must be there's lots of rural districts in New York State that are, you know, much more of their revenue is state aid than ours. Um, some of these are 70% of their revenue coming state aid. So, they we're a week before a vote and they don't know what they're getting. It's it must be very difficult uh for that. So, >> and um I know it's a John or a Doug question and just asked this a little bit different than I normally ask it with everything going on with the state and even I think today they talked about you know New York City has secured more money from New York State not the schools city as a whole um within the educational community is there any talk about as this goes

015farther down the road what they think is going to happen or any changes in with funding >> I I think I think almost all schools are concerned about the funding. I think there's uh two different groups of school districts, ones like ours that really like to watch the money and think long range out in planning that have a greater concern than the other ones that just plan for the next year. Um, so in thinking of that, trying to make sure we never hit a cliff that's going to impact the taxpayers or is going to impact the instruction to students. You know, knock on wood, we're better prepared than other districts just because we keep watching it, tightening our belts, going out for new contracts, and staying within what what we can afford or or I

016should say what we can afford because really the taxpayers affording, they're all over the place of what they can and can't afford. Some are already struggling with what we put out in tax rates and so we have to be very and the board's made it very clear be very mindful of them of having budgets and I don't think it's in this presentation but we don't go out with the cost of inflation. We've been typically below it for the last 10 years. Our average is definitely below it. And so there's going to come a point where if the state doesn't get its stuff in order to take up their prime directive that's in the in their constitution of supporting education, there's going to be a trouble. I just don't want to be the first district to

017hit the cliff. And I know in this I said like class, you know, thank you to the administration and John for, you know, >> yeah, >> being fiscally wise, but I'm saying as you look at the going down the future, has there been any conversation even unofficially from the state or among superintendents on what they think this is going to happen? Because the state's projecting a massive deficit >> there's >> in the billions 34.6 billion. >> There's conversations about it. I don't think the players who make a difference are at the table because I've never been able to talk to the governor. >> So, it's kind of like just cross their fingers, get through the election or the state election, and then figure it out later. >> I think that's where a lot of the

018state people are. Um, I think our our two legislators in the assembly and the Senate here um and talking to them, they're very aware of it and want to do something different from what I hear them say. But I also know that they're, you know, um, unfortunately they're they're in the minority right now. So their voice is not as loud as others. Also included in this uh budget, as we always do, we do a 100,000 allowable $100,000 project. Um, every year this is reimbured at our building aid rate, which is again 71 71%. So 71,000 dollars will come back to us for this. Um, and we're going to do a replacement of classroom tile floors at the middle school. There's lots of areas where those are kind of falling apart. Uh, so we're going to

019kind of hit as many as we can with that money um to be completed during the summer of 2027. Again, these are the all things, not just these things, but these are a lot of the items that we're retaining with this budget. Um, same as the last time, we look at our revenues. Uh building aid is showing that's going down by $340,000. Again, we know this this is this is based on our building aid. Um we have when we do a project, we we do a bond on a a building project um a large project and we have payments and those payments get um building a back on them. So every year we have a state a a bond payment that we make and we have corresponding uh state aid that we get for that

020payment. So the payments's coming off and also the revenue that we get for that's coming off. So it's kind of a wash, but that's why it looks like the uh state aid is dropping uh quite a bit. And then on the um expense side, you can see that the other corresponding part there is the debt service is going down by $380,000. Again, just what I said. And I and I think that's an important piece if you look at it where you have those two big drops. Um, one on our expenditure and one on our revenue because I I've been asked over years when we do projects, well, you're just going to put it in, you're just going to carry it forward. And I always tell people, no, we're not. This is where you can actually

021see that it's happening. Why they're not identical numbers is because Interfund Transfers is in there. If you were to see it, you know, the number to number, I don't know, go back because it's 388 and it's 380 347. So, you could see it's all in there. We're not getting the aid. We're not making the payment, so we're not picking up anywhere else. We stopped it. Other school districts, what they do, and John and I talk about this a lot and think we don't agree with the practice. They say, "Well, there's no new tape taxes. We're going to do this new project. No new school taxes." Um, but this tax would have ended if you hadn't done a new one. And you could see here we're we're having it end. >> They just keep rolling it.

022Essentially, >> they just keep rolling it. >> Is what they're doing is there is a new tax, but the taxpayer never sees it. Never sees >> because it doesn't because there's no change. >> Yeah. And so there's our change right there. >> So again, balanced uh $61 million uh for the budget. Just another way of showing it, the state does want us to show a three-part budget like this in this format. So I I share that just so you have it as well um because required. Um so we have propositions for the voters next week Tuesday general fund budget 61248130. Proposition two is vehicle replacement. We do this every year. We have a a second propos um voting proposition to replace buses. Um these are all diesel and gasoline buses. There's no electric included. Uh

023three fulls size buses. Uh one full size with a wheelchair lift and 130 30 passenger uh cutaway bus. Um and we have gone out for grants for electric buses cuz you know if there was no cost to the district, it might be something to try to see how they work. We haven't qualified for any. So I don't want people to think we're just sitting here doing nothing with the mandates from the state coming down the road. It's just I don't we just don't believe it should be on the taxpayer shoulders. So, um if we can't do it with no impact, we just haven't done it yet. We'll keep looking. John will keep working. Um it's extra work on him to do the grants, but he does it. And it's a not to exceed price 866

024866,774. We do trade buses um or sell them out. Either way, if there's a trade available, we'll do that. But um we've been having good luck with Auctions International which a local group uh company. Um so that is the not to exceed amount >> and in the not the sixth day of the budget newsletter, one of the questions addresses that trade because I one uh one resident once said, "Well, it's not clear. Are you are you getting 800,000 um dollars you're borrowing or less?" And so we put that question in there to clarify for everyone. It's less. the lawyers and rules require us to put in the proposition that 866, but it's always less because of the vehicles we trade in. >> And then also for voter consideration, uh there's two uh board seats open.

025Um we have two candidates for those positions as well. So we have that. >> Thank you to you two again for all you've done to serve for the last five years. >> Thank you. It's it's it's not easy. >> So, at this point, we're left with only the budget vote next week, uh, 7:30 a.m. to 900 pm in the intermediate gym. Any questions? Again, if you've missed any of these things from the past months, you can always go to our website. We have these uh there's a tab and a homepage for school budget information. If you click that, you get you can access all the different uh presentations we've done, including the one tonight. Um, so everything is there and available and also you're getting the mailers at home as well with information as well.

026>> Are there um any questions or comments from uh the public? It's a hearing. >> Okay. >> All right. Thank you so much, John. Thank you. >> Thank you. >> Uh and the meeting won't start till 7 because we have to wait according to the rules. Don't smile, Dave. We try to follow the rules meeting. Welcome to the Iricquay Central School District Board of Education meeting. There are two recognition of guest periods, one for agenda related items and one for other topics. Please refrain from personal related comments and address those to the appropriate administrator. To speak, please fill out the proper form and submit it to the district clerk. Public comment is limited to five minutes total with each speaker allowed up to three minutes. This meeting is held in public rather than a public

027meeting. And while we will not engage in dialogue tonight, we are listening. This meeting is live streamed and the recording will be posted online. Um now the pledge of allegiance will be done by third grader Clara. Everyone please rise for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisibility and justice for all. Thank you so much. Thank you. Now we'll hear um from some middle school students talking about the uh Red Hawk rundown. >> Hi. Um so today we have four um middle school representatives here. Um Summerland, Ben, Satie, and Ethan. and they're going to talk a little bit about um I don't know like a new fun um way to communicate with students and staff at

028Irakcoy Middle School. So, I'm not going to talk too much because they want to show you what a great job they did and they're willing to answer any questions you might have about it when it's all done. So, here you go. Hello, our names are Summerland and Scarlet and we are part of the Red Hawk Run Middle School team. Our team is composed of 11th, seventh, and eighth grade students. Our week usually starts on Friday when we start writing scripts and assigned jobs for the week. Our jobs include director, running the camera and quieting the set, editor who uses Canva to edit our videos, anchors who read the announcements on the camera, and script writer. Some of our members even go behind the scenes to record special segments. >> Mrs. Woka, who is our main

029person who advises us and helps us edit. Mr. Leaport and Mrs. Pang, our technology integrators from Boseies, have also helped us get Red Hawk rundown off the ground. >> Our main goal is to inform the sixth through 8th grade students on all of the fresh news of the week. We talk about many things such as student and teacher birthdays for the following week, the lunch for the day, and all the sporting events that had recently happened. We sometimes even feature a staff for student showdown. >> On Mondays through Wednesdays, we record all the announcements for the week and edit them on Wednesday and Thursday. We repeat this process each week. >> Thank you for giving us a chance to teach you about Red Hawk Rundown. All right, here they are. They're ready to go. I

030mean, I think I I'll stop for a second. Um, >> they're ready to go as stay like leave or else ask them questions. >> Um, I just think honestly it's it's a great way for students to really start at ground level and explore like, you know, what do my classmates what do they want to know about? What do they need to know about? They go out, they do, they make me laugh. The announcements are on, the whole school is watching it. And like you really are doing something from start to finish and learning all the way from so so from like an educational standpoint. Um they're doing great things with that, but there's more there is more to it than education. But h >> how did this idea come about? >> Question. >> Great way

031to pass the book. That's a good skill. We talked about it for a long time in the middle school. It's something we had SEAL live back in the day and we loved that topic and I loved that topic and I remember as a new teacher coming in and like I would always want to see it and Ross and I were talking our foundations team was talking and we're like how can we do something new and fun? Um, so we came up with the idea and then Sam and Ryan um, from Boseies have been amazing in helping facilitate all of the equipment and getting everything up and running. And we sent out a form for student interest and we had 11 kiddos, four of these guys here who volunteered their time. They're giving up study hall

032time to be with me at the end of the day each day. And here we are. >> That's great. Thanks. Um, do you um I guess to the students, do you guys like were you more interested in like the the technical skills of putting it together or like the soft skills of collecting the data and talking to your students and teachers? >> Uh, we use the editing software that we have on our computers, Canva. And um we have like emails or forms that Moka sends out to the teachers if they want to be part of it, send us announcements, stuff like that. And when you filled out the form for the interest, what was your biggest You wanted to do it because >> um I just enjoy like being on camera, doing technical stuff like

033that. So, do you all want to be behind the scenes more or do you want to be in front of the camera? >> Um, I like being on both because it's it's an experience for both. And I'm part of the um drama club and it's easier for me to be on screen to speak to the camera more. And um it's also important for us to be back screen like behind screen because um we can help write skills like help our creative writing and everything. Okay, I have a a question and a comment about my feelings. Are you ready? >> My feelings. So, my first question is since you're doing this in the middle school, are you planning to continue this when you get to the high school? >> Um, Miss Voka said that uh if

034this was like successful, she'd tell the high school and that might get started up there. So, >> yeah, we're hoping to continue it. We would love to create a program in high school. want to do it. So, if the kids are interested, we'd love to do it. >> Excellent. And then my feelings is every time I see it, even though the production is great, I'm sad because I haven't been asked to be interviewed yet. >> So, I you know, you know, the channel 2 calls me, channel 4 calls me, but here we are locally, nothing. So, I don't know what I did to upset y'all, but I'm I'm very sorry. Maybe maybe one day you'll you'll give me a call. Ju just just be aware if you if you do that if you do that

035interview set aside like four or five hours to to complete that. >> Yeah, I do like to talk. I I will admit that, >> but you can edit it. >> Is the one question that uh Doug had made me think of uh and your response is it something that that could be done as combined to the high school and the middle school together because I know a lot a lot of colleges have a very similar program where students run it and do everything you're talking about. Um so is it something that could be done that way too? Yeah, I mean I think our biggest challenge to do something like that would be facilitywise to get the kids down here from high school students to get in here to record and all the equipment really isn't.

036We have a green screen, we have a teleprompter, we have all these things that are kind of immobile um but relatively inexpensive when thinking about it. So creating a high school program would be really cool because we could work together. We could have segments that mix together. We could have different things that we do. We collaborate. the kids are taking the GoPros and running around and and running different segments. So, mixing that up with the high school is definitely an opportunity. Um, but we would love to see a high school program. I mean, these kids, they just asked me, was it you? Did you ask me this morning? He was like, "Are we going to do this in the high school?" And I'm like, "Well, there's no program yet, but we can make it happen.

037We just have to figure out how." So, >> and it would also allow for the the social the blending into high school and vice versa back way. So, it's >> absolutely absolutely >> Yeah. >> Question. Do you guys post any of the videos on social media or have a social media or anything like that? >> We don't. Um, we haven't yet, but >> it's never out of the question. >> We could. >> If if you do decide to put on social media, make sure you're using a platform the school uses. Number one. Number two, be aware of ED law 2D, which we won't get into today, but there's a lot of requirements about disclosure of of PPI, personal identifiable information in that which we'd have to follow. I'm not against it. Just make sure we

038hit the rules. Thank you everyone. >> Okay. Uh now um under board discussion and news we're sharing uh we'll hear from uh Mary Ron um and the guidance department. Just waiting for my PowerPoint to come on up. Um, hi everyone. I am the Alma Primary School counselor. Um, I used to work at the middle school. I've been in the district for 20 years. Um, as of this fall, coming into the next fall. Um, and now I am the chairperson for the guidance department, the student support services department. So, I am going to give you our um comprehensive update, which is a requirement by New York State of our comprehensive plan. Um, it's my first time doing this. I probably totally overdid it with my um with my slides. Doug and I finally had a chance

039to kind of talk about it yesterday. So, I'm going to try to be brief, but um if you have questions, please let me know as I'm going. Um >> and they all have a copy of yours in their notes and they'll be get There you go. Never mind. I'll be quiet now. >> Great. And this and I can use this clicker. Okay. All right. So, um to get started, I'd like to talk a little bit about staffing. Uh first of all, um I can't say enough, we are so appreciative of the board support and the district support in and building up the staffing in the student support services department. When I first started, we didn't have counselors in the primary schools. We didn't have an II counselor. Um we now have multiple social workers in

040the high school. So, we can do a lot more preventative work than we were able to um 20 years ago. That being said, uh we still could use some Oh, and we also have the family support services coordinator, which is new. Um but we could still use some more staffing at some point when the timing is right and when, you know, um when funding is there for that. Um if you look at our current enrollments, these are from December, so they might be a little bit off, but those numbers to the side of each school is the um enrollment for this year in each of the buildings. And what should be glaring to you is the um amount of students that the singular III counselor has to work with, 320 students in comparison to what

041everybody else is working with. And truly when you are the only support services person in a building even at the elementaryaries even though our numbers are smaller that can be very difficult to provide the preventative services that we want to and address the immediate needs and address crisis. So just something to keep in mind when the timing is right. I'd be happy to come back and talk more about that um when that when the time's right for that. Um let me get into an update. Um our program is comprehensive. We work on three areas of growth. academic, social, emotional, and the career and um college exploration type of things. Doug asked me to talk a little bit about the social emotional piece and how we deal with um um helping our students who are at

042risk. So, I'm going to focus on that real briefly um in and how we roll out support services for our students who are at risk. And what do we mean by at risk? Um, we're really talking about students who maybe experience um some, it could be a variety of things, anxiety, depression to the point where it's making it difficult to come to school. It could be students that have a lot going on outside of school, some trauma, some acute family situations that are making it difficult all the way to our students who might have um be experiencing a a crisis like suicidal ideiations um and in need of a a lot of um intensive services. So how do we address that? We address all of those things um on a kind of a tiered approach.

043All right. So the first tier would be that that bottom tier there um which is our preventative work. That's where we are working with large groups of kids classrooms um whole district types of programming. So we're doing things like lessons um that are socially emotionally um developmentally appropriate. So, it might be bully prevention, coping skills, emotional regulation when they're little. And then as we get older, we're doing things that have to do with mental health um um alcohol and drug um awareness type of things um mental health kind of um programming. And it also has to do with um schoolwide um trainings at this level for us. As far as um tier 2, that's where we start working with targeted groups of kids. So, this is where um when we start getting referrals in, whether

044that's through screeners or through our MTSS meetings or IEP meetings, we are working um with kids on targeted interventions. So, we're talking about group counseling, individual counseling, crisis counseling at that point. Um and also working with the teams, a lot of consultation on programs and interventions that kids might need to be supported throughout the school day. Uh and then tier three that looks like indirect services really at that point students are probably this is working with a very finite group of students um and we're recognizing that they need some intensive supports at this point. So this is where we're probably referring to our family support center or to outside mental health services. I want to be very clear that the counselors and the social workers um we do specialize in mental health but we are

045not providing therapy in school. That is not appropriate for us to be providing any intensive therapy. So, those would be outside um referrals at this point. Um and let me go back to our whole plan and the team focus. This year, we've been working on updating our district-wide crisis plan. We've been continuing our partnerships with outside um resources. A great new one that we've been working with with recently is um compassion connection, which is a great grief resource uh that has been really helpful to our district um in times of crisis fairly recently. Um, we're using data to help drive programming decisions, especially at the middle and high school level. And then, um, we were trained in a lot of trauma-informed care. And so, we're trying to use that background to continue to, um, implement

046trauma-informed educational, um, programs uh, throughout the district. At the high school, here's a bunch of the stuff that they are doing. I'll just highlight a couple um, changes. um they've been experimenting with screeners to to look at needs at the high school. They changed the screener this year. One of the reasons is, you know, we're still trying to find a screener that um is easy to use and easy to implement, easy to um to read for us, gives us information quickly. Uh so they tried the Wayfinder screener this year and some of the things they learned from that helped the high school counselors and um social workers develop some lessons that they used in a new class called Freshman Seminar that's there to support our freshmen. that freshman year is a tough year. It's a

047big jump academically. Um so the high school counselors went into those classes and taught about um high school programming, understanding the schedule and the grading systems and things like that. And then the social workers went in and did some SEAL lessons having to do with mental health and um how to take care of themselves. And they did that in health classes as well. Um, one of the challenges at the high school is New York State's, and I'm sure you guys have talked about this to some degree in in meetings, the the new pathways to graduation that are coming out. Um, that's something we're keeping our eye on. To be honest with you, it's about as clear as mud right now, you know. So, it's one of those things that it's going to take a few

048years probably for it to fully come out, but we are keeping in touch with our um professional affiliates through Boseies and through like NISA um to keep an eye on what is New York State putting out and how do we make sure that ready and our kids have all those pathways available to them. Um and then one final like plug for the high school because it's coming up this weekend. So, if any of you are bored around 12 and two on Saturday, hey, awesome. Thank you. um please come out and support us. One new thing they are doing it's the fifth annual um miles for mental health walk-athon and the whole point of that is to um raise awareness and decrease the negative stigma surrounding mental health issues. Um kind of start treating it like

049physical health, you know, let's just talk about it and let's take care of ourselves. Um one of the new things they're doing is trying to get more student involvement. So they are having a walk during the day on Friday so the uh main campus staff can be involved and the kids can all be involved and then then we're also having the one open to the community members on Saturday. Um so please join us middle school. Here's a bunch of the things that they are doing beyond the things I've talked about um having to do with SEAL. Again they tried a new screener as well this year. Um they were using I believe it was Panorama and I think this year they did something from Life 360. um and developed some lessons um through that to

050create some groups. Um >> uh again, it's about finding something that's easy to use and that we're gleaning um really helpful information from. And so we're going to have to experiment with a few until we find what's right for us. Um but they did find some information about um some of the the female population um and some internalizing behaviors. So they've created some groups to help um female students with friendships and healthy boundaries and that's turned into like a lunch group this year. Um they also have the boys to men group for boys that has to do with connecting um confidence uh healthy communication skills. Uh so they're doing some really neat things and they're doing a lot of push-in lessons. When I was at the middle school that was something that was really hard

051to do and again that was a staffing thing. We just didn't have enough people to be doing preventative work. So, um, they've made a lot of great changes at the middle school, uh, that allow them to do a lot more preventative work. >> And if you remember for the middle school, this year is the first year >> where they assigned a counselor for each grade level. Before we had two counselors, two social workers. So, I I think that's added a little bit of something. So, thank you for supporting that as well. >> Yeah. And that's been a nice balance for them because, you know, the the thing is the counselors can do what the social workers can do in regards to working with kids with mental health, but the social workers cannot do the paperwork

052end of scheduling and and um uh program planning and report cards and things like that. So, this has just been able to spread the wealth a little differently so they can work um I think a little smarter and and have a more comprehensive approach. Um and then at the primary schools in the II, we're doing a lot of um early intervention type of work. So we're talking about social skills, um emotional regulation, understanding your feelings and knowing what to do in healthy ways. Um uh learning readiness in our younger grades. Uh so at the fine balance we have with three different buildings is being consistent with some of that information and then also really tackling the individual needs in the building. So uh for example across the three buildings we do lessons um through second

053step for um personal safety. All the kids get the same information across the three buildings but we might be doing different groups based on individual um needs of the building. So for example um Amy who's brand new at Marilla she spent time doing groups just getting to know all the kids in the building so they're familiar with her and we'll go to her for help. Whereas I have been working in the buildings for a while, I might have been doing some very targeted groups like lunch groups for some kids who really struggle with communication skills and things like that. And Lauren's doing a lot with social emotional learning um in her building. So very basic um emotional regulation skills and things like that. Um anger groups and things like that. And Drew who's at the

054II has the again that challenge of a lot more kids. So what he's doing is working with kids in large lunch bunches. Again, making himself available to everybody, really creating that relationship. So if kids needs help, they'll go to him, they'll ask for help, they'll accept his help and not be, you know, thinking that they're in trouble or or or worried about going to the counselor. So he's really doing a lot to just put himself out there as another helper in the building. It's no big deal. Come on in. Um, >> and then, >> well, I want to thank you guys, too, because I know despite all their work, um, once we put the counselors in the primary buildings that you all take once a month or something or I forget how often, we all

055get together, you meet up here at the main campus because for that coordination where they have consistency, that's the only way it can happen. And I know that takes away, but it also builds a lot. >> Yeah. And we appreciate being given that time because like when I was at the middle school, all the counselors and social workers, you're in the same building, you can make that team time to get together. So, we really um >> tried to make that like >> just just something that's important that we have to stick with is meeting once a a month to coordinate so that we have some consistency across buildings and so that we're working with Drew on transition um things um because his kids are very much still elementary level as well. Um, so that's been

056a wonderful support and so we thank you for like allowing us to do that too. >> Oh well, thank you for willing willing to do it too. It's essential, you know, >> and it's essential for quite honestly. >> Um, and I I also know that if you saw on the last slide too, kindergarten transition, I know that's a big one. I know you're probably leading in your building, >> but through these meetings, I think you'll be able to branch out into the other buildings more >> because the, you know, the Kingers coming in definitely have different needs than they did in the past and and >> it's just different. So, the different skills you're developing. So, thank you. >> Oh, absolutely. And and honestly transition is probably a big role for counselors and social workers

057in every building to be honest with you because you know that third to fourth grade jump it's a big jump going from the elementaryaries to the II building kids are scared they don't understand how to use lockers are we changing teachers what's this like you know um so they need a lot of support and then supporting them as they move to middle school because now they are moving classroom to classroom as they get older um you know now middle school we're talking about hormones and friendship ship and all these things. Yeah. You know, that that make life a little wacky in middle school that they need support for. And then going into high school, that's a really big stage for kids. They start getting nervous about what's coming up next and where am I, what

058am I doing at when I graduate. There's a lot of stress related to high school. So, I would say transition is um a big part of what we all do. We all coordinate for transitions between buildings um on a large scale. What do kids need? But then, you know, for very specific kids, what kids need? um specific intervention and extra help to to be successful with the transition between buildings. So, thanks for mentioning that. Um the family support center, I know that there's been updates, so I'm not going to go through that a lot. I do want to say thank you for supporting that position. Um Julia's position is that missing link that we've needed in this district for a long time. It's like that puzzle piece that was missing. Um, I can't tell you

059as a school counselor what it was like for some of us in the summer when when school stops and you're worrying about some of our needier families that we now don't have eyes on. We're not sure if the kids are getting two square meals a day or three square meals a day, those kinds of things. Julia is our eyes. She stays connected with those families in the summer. Um, and she has done a fantastic job helping us um provide some services we couldn't provide before. where we have these satellite therapy programs in the middle school and the high school through Horizons and we now have it in the elementaryaries. Valente uh uh venti um counseling services working in the elementary schools for us. So that's a service for like families who maybe need therapy but

060can't get to it any other way. The kids can actually get it during the school day. So, it's not for everyone, but sometimes in this district, transportation is an impossibility for some of our families. Or if you have kids in three buildings and you're running to sports and you also are working, sometimes getting that one child who really needs therapy to therapy is an impossibility unless it's provided in the school. So, that has been a wonderful um addition to our program. Um, and she's done a great job with her website just making, if you look at some of the things on the left hand side, advocacy and legal services, um, mental health, she's just made it so much easier. She's cutting down barriers. She's making it so easy for parents to find what's out here

061and how to access it. Um, couple other things. We've updated our mental health resource list, which sounds like a simple thing, but it was quite time intensive this summer. And really that's when we're handing parents a list who are looking for resources outside of school. And this sounds so easy. Just make a few phone calls. But if you've ever been in this position, you make the phone call and they don't have any availability. They don't take your insurance. They don't work with that area specialty. They don't work with that age group. So we went through and created lists that gave all that information to parents. So we can literally cut and paste five people that work with trauma that work with adolescence and hand it to a parent. and that cuts down the challenge and

062the overwhelmingness of that task um when a parent's in that position. And then just one more final thing, our um social workers, John and Emily, the middle school and high school, are doing this fantastic mental health first aid training for teachers and aids, which is teaching them all about different um different kinds of mental health um challenges kids may have, when to be alarmed, kind of warning signs to look for, and what you can do in a classroom to help support those kids, as well as when and how to get them health and still provide that relation, that trusted relationship. ship with a child. Um, so that's been a great thing that they they are doing and I they're going to continue to do throughout the summer this year. And that being said, where we're

063going, I kind of talked about the top three, the data, the trauma-informed practices, our training needs, training needs, and material needs are just things that are always going to be in the background of what we're doing. Um, but those bottom two arrows are kind of our focuses going into next year. keeping our eye on those pathways to graduation, making sure that we're prepared for that as a district, and then um completing the uh revamping of our district-wide crisis plan. So, we have a crisis plan, but we just want to update it. We have a lot of new staff administratively and and the counselors, and we need to and we've had a lot of crisis in the district over the past 20 years that we can learn from. Um so, it's time to sit back down,

064look that over, and update it. All right, I tried to do that quickly. Any questions for me? >> What's the Saber score? >> Huh? >> What's the Saber score? >> There's a game I just thought I'd remind you in case you had question. >> I heard that. >> That's my stepson Jack Jack. He loves hockey. Hockey is a big thing now. >> Um, not so much a question as a thought of throwing something out there just to hear what you think is. I I think like on the social emotional learning and with, you know, the the tier one and then, you know, like you said, the top piece being the family support system, I think that's, you know, coming together really well. And that doesn't mean that it's not going to continue to grow and

065there's going to be adjustments made because there's been a lot of work done there. Yes. And part of the thing when you do a lot of work is you watch and learn and hopefully adjust if you need it. The one thing that and I don't and I don't think it's because the information is not there um because I've worked uh individually with a lot of the the counselors and they do you know just through my own students um my own children um and they and they do an excellent job but I think when it comes to you know career planning and college yeah >> I think the information is out there it's being said but it's not being heard by the students and the parents and I realize that you can only you You can

066bring a horse to water. >> Yeah. >> But because what normally what h what I mean by that normally what happens is >> you know they all of a sudden you come to about if they're ahead this time of their junior year or you know over the summer you know their senior year and I was parents come out to me they're like there is this thing called FASA and it's different than when I went to college. Um, and then there's that that panic. And I think there's a lot of lost opportunity there. And I also feel on the career side, whether it's with with Boseies, there's tons and I can only speak for the auto industry where these companies are looking for these kids. Yeah. They want these kids. And and like I said, I

067only speak directly to the auto industry. These are like six figure jobs that they can get into out of college. There's, >> you know, local automotive dealerships that will almost entirely pay for college. um if you do I want to say I just don't think the information is out there and I think it's yes it's somewhat on the students and the parents they don't look for it but I think is there a like a piece like the family support center or to to look at that a little bit differently like from the on the college end there's a like send your kids to college so they can have that information ahead of time because there I think it's what happens with both students and parents it's like when it gets to this point in their

068life whether it's career and and and and Boseies or college is also like drinking like from a fire hose >> and because it's so and so what happens they just almost stop. >> Yeah. It can be kind of overwhelming and daunting. >> Correct. So I think that conversation from you know college and careers of Boseies almost needs to start being communicated to the parents and students almost in middle school because freshmen are just happy. Freshman are just worried that they're freshman. Yeah. Sophomores are just are just glad that they're not freshman. juniors kind of have together and seniors are kind of gone. >> Yeah. >> So, you know, I think is there like it's a challenge and idea. I think we need to get that information out. I think so much is missed on both

069ends. College is not for everyone, but there's a lot of careers out there that these companies are looking >> Yeah. >> for people and I just think they just don't know and I it's >> Yeah. I can So, I I think there's really probably a lot of room for discussion there. My first thoughts are, you know, I can share with you a few of the things that they do already, but is there room to maybe grow? Probably, especially in those trades areas, right? Um, and and college is not for everyone. I mean, that's that's part of, you know, what does life look like after high school, right? Um, so I know right now they do the Western New York College consortium for juniors and seniors. That's two and four year post um um high school

070programs. We do the mini college fair um for parents and students. Uh they host a college planning night. They do a field trip to the national college fair at the Buffalo Convention Center and they host forms presentation for our 10th graders. You're right. We don't do a ton at the middle school level. They have at the middle school level done and I don't know if they did did it this year to be honest with you. In the past we've gone and visited the Orange Space Center um with kids and done tours over there. Um I don't know if they're continuing. You're even talking about the trades and what that >> I think they I think they still do visit it. Um I don't I didn't think it was at the middle school. I thought it

071was like 10th grade >> and it wasn't really looking you know for an answer right now. It's to put that out there and the best way I can say it is I was uh talking to you know a doctor of education about you know college and careers. Um and he goes first he'll say the most expensive year of college is the year the fifth year that you didn't need to go to be. But what his his theory was whether it's he goes what high schools are really good at is identifying strengths and weaknesses. He goes, "So, you have a student that's awesome in math. It doesn't mean they want to be a mathematician or, you know, they may want to be a carpenter." >> And it just it's all exposing that line of thought. >>

072Yeah. >> To people. And and if and like I said, I think they're both super valid tracks. I just think that kids don't have the information. And I think they kind of go through, they know they go to second grade, then third grade, then fourth grade, then fifth grade, then blah blah. all of a sudden maybe about their their spring or their junior year they're like well after 12th grade there's not an automatic you know so you they have to start making decisions I just don't think that the time is spent you know to do it if some way we could kind of nurture that or get the information out there I think in middle school you may not necessarily get the kids as well but I think the parents pay closer attention >> you

073know when they do career exploration is you know a big piece of like how can we add more of that right at the middle school level because we don't want to add middle school kids, I will tell you after being a middle school counselor, if you talk too much about the future, you totally stress them out. They're not ready, right? But if you talk about the exciting things and you're just exploring, you know, there was a point where we did have um a career like a halftime career person um at the middle school. It was we had the aids u there was an aid. >> Yeah, there was an aid that did it. There was one at the high school >> and that was like that was nice, but finding time in the schedule and

074how do we incorporate all that is always a challenge. I don't disagree with you. I think we can do better in that area. >> Yeah. So, if you could just take those ideas back, share it >> to thought. >> Yeah. Maybe even just announcements on, you know, what we saw earlier at the middle school >> they do at the high school. Just, hey, today we're going to talk about this job or that job. It could be and the kids do that then you don't you guys don't even have to. >> I I think those are some really good things that our team could talk about. I know that on like all the morning announcements and stuff like that, they are really good about sending out like, hey, this college is visiting, this whatever is visiting.

075They do send out those messages a lot. And in just about every year that I've gone into like guidance or whatever to make my schedule for the next year, they're always enforcing like, hey, do you know what you're you want to do yet? Like, let's get on to those courses and that stuff. >> And I and I that's what I was saying. I think the sending part of it, that's why I say I've worked the counselors and they're awesome. I think the sending part is really good. The receiving part, >> yeah, >> isn't isn't it's not being received by a lot of students and parents. And we could discuss reasons why forever, >> but I think that's the big difference. I think the students who pay, you know, who pay attention, there's always difference. >>

076They It's there. I know it's there because I >> But it's just how do we get >> how do we get the receiving Yeah. part. >> Yeah. >> And that and that might even be because you know, like you were saying, they do mention it >> before you mention say, "Hey, last year we talked about this. Did you receive it? What' you do with it?" >> Well, yeah. >> And then we know why and why they didn't do it just right from the kids. >> You know, quick easy question. >> And what and when I was in the Navy, that little thing that you always hear, you know, I I all that was saying, what you're really saying is I heard you and I understand. That's why you said it back. And I think it's

077just because kids and parents, to your point, are going in a thousand different directions >> and it's okay. I acknowledge you're telling me something about my future and I will get to it. Well, then all of a sudden, >> right? >> Yeah. How do we help with that planning? And how do we make it engaging enough that they're it's almost like infused in their day and they don't even know they're taking the information in. But they >> and I don't think that most young students know like only the one I can directly speak to that you know in like in the auto industry as a technician they can make well into the six figures and like there's a pathway through Boseies there for them. There's the pathway you know at the dealership. I just don't

078think they know. I think someone may say it but I don't think that they they're ready to receive it. >> Yeah. Yeah. And part of that's at age, but like you said, that's where we can reach out to parents. Yeah, probably too. And like I said, I think I think the um high school team is amazing, but there's certainly room to grow for all of us, middle school, high school especially. >> Yeah, it's definitely that effort. It's all there. It's just how do we do it in a more effective way and more effective way? >> Yeah. To the >> I hear you. >> And as an extension of that question, so I recently went through uh to the Potter Road CTE for an open house. Um >> Potter Road CTE open house for the open

079house through an ECASB program. Um, and I understand that there's only a certain number of people that can be accepted into these programs. Um, and I also heard that there's been weight lists and things at Irquite. Is that Do we have students that are applying for these programs that are not able to get them? >> I'm not prepared to answer that one yet. Yes, I I meant to ask you it before, but um it'd be interesting to know what those weight lists look like because it sounds like there's only a student that maybe for the one program like welding maybe gets two spots and we could maybe ask our in our next presentation. Um >> it's something we talked about in DS meeting. >> Look at them. Look at me. >> Just to get an

080idea of >> how limited are those opportunities do we have that are not able to get those? >> Yeah. So maybe in the next presentation we can we can ask that. >> I mean I I can honestly tell you that there are some people that don't make it in some programs just because there's only so many people can fit in a class. But I also know at we reach out to Eerie 1. So if you're not I think you said welding if you're not made the welding class we try to get you in another welding class in Erie 1 if 2 is full. Um but I do have to thank you know Dr. Aor too because they used to not have a welding program. was on one of the committees. I kept saying welding, welding,

081welding and he made it happen. So, you know, thank you for getting that for our students here. Probably 10 years ago. I don't know if you remember. Um, but that is a huge program and that one does fill up. Um that's that's one of the major ones >> and and to your point I what maybe was to think about this I was reading something and on all levels you know like Ford is you know basically short 900,000 technicians across um the country it's 800 and something but 900 there are currently I think it was 22 you know 200,000 less girls in college there's currently two million less guys or men in college. So if you look at their, you know, we're short on the career side, we're short in college. I mean, I guess part

082of the question is where where are they? >> But there's still something happening that if you let that go, it's not good for the future. >> Um, you can't be down two million men in college, 200,000 girls in college, and then just one industry short 900,000 >> to fix your your car. >> Yeah. It just, you know, and I just somewhere the communication is breaking down and I don't think it's because it's not being sent. You know, to Luchia's point, I think it's not being received. >> Yeah. >> Thank you so much. >> You're welcome. Thank you. >> Everybody, >> have a good one. >> Take care. >> They're up what? >> One nothing. Sabres are up one nothing. >> Okay, now we'll hear uh from Erie Tubosis, David Oor. >> Yeah, >> Sabres are

083up one nothing. Thank you. I was going to bring that news to the podium, but thank you for putting it out there. >> And when you leave, we expect it. >> And I'm glad to. I um my uh my name is David Orur. I'm the district superintendent at Erie Tubosis. and many familiar faces here at this table. Um I've run run into at different events, Erie County School Board events um or or opportunities to where we've had u many board members in our our campuses and facilities. Um but I'm here to talk to you about a project that's proposed uh for our facilities. Um and it's the result of extensive work that we've done in partnership with our component districts, our business administrators, and our superintendent um over the course of the past couple years.

084And um so first of all I want to just make a one introduction. Um are is this clicker working or are you doing the clicking? >> Great. >> He gets it started then. >> Wonderful. Okay. It's up to me now. So um here's what we're going to cover and in in this this brief presentation. Um we're going to talk a little bit about um just what's involved in the project and what are the some of the payment options and the scope. Um, but we're also going to going to spend a little bit of time on on what we're asking boards to consider passing, which would provide the most advantageous approach to this project. Um, and there'll be some time for questions at the end. This is our internal team. Um, Reina Morates and Mike Carter

085and Ron Wasik are the folks who are not here tonight, but they are um key and instrumental in the development of this, but also we work with Young and Wright and campus um campus or construction manager Young and Right architects and BPD our financial um advisors and Sarah is here tonight. Sarah, I know that that IQ works with with uh Sarah Sarah so she's a familiar face and many of our districts work with some of these same teams um in their own internal uh work. Um but most important our partners and that's all of you our component districts and it's all the people in this room as well. Um what we are able to do for our kids collectively. Our kids are your kids you know and and what we're able to do depends upon

086partnership. It depends upon suggestions from from school leadership and um opportunities to figure out how we can serve students more deeply. So um we're deeply grateful for that work that we do with you. This project um is is really about some some very simple things. Um but when you do simple things across four school facilities um those numbers add up you know and um and we do every year small projects about 2 million right now that we do to try to stay on top of some small things. Um but we're really trying to focus on safe reliable and secure facilities and also improve function in a couple areas as well. Um there's no program footprint expansion. You cannot um expand AOSI's facility um footprint without a public vote that would go out to the public.

087Instead, we're working to improve and put put keep kids dry and safe and warm um in the in the years ahead. And that's really what this project is is aimed at. Um you can see um the history of the facilities um that we've that we've done. Um I came on to Erie Tubosis as district superintendent in 2012. Um and at that time we had done a project in 20 2007 of 7 million and we did a $100,000 pool project in 2010 but there was no um regular project that had been conducted um every year and and we had fallen behind um and so we put together a program which at the beginning was a million dollars a year um starting in 2015. You can see that begin when we started to do some roof work.

088Um and then we started to upgrade things like the alarm system which needed attention and the roofs in 2017. And then a pretty significant project of 26 million which we passed with the support of our component districts. That project was nothing super fancy. park parking lots, doors, building envelope, um the roofs, masonry. Um and then we were back to an annual cadence of of about a million dollars a year, a little under that in some cases, as well as an energy performance contract that we did. In the past three years, you'll see that that that number was increased to $2 million. um with the support of our school systems to help us with some smaller items. Now, the total scope in our building condition survey, which identified priorities, was $142 million for our four campuses.

089Um we know that that would not be sustainable for our our schools to be able to lift in in the time time frame that we that we had. And also just like when you did a do projects in your own schools, you probably have a list of items that would be nice to get to a list of items that you probably should do but you might not need to do right away and then some that absolutely have to be done right now. And that's really where our our items fell. Um we worked with a capital project committee comprised of business administrators um some of our superintendent um as well as well as our internal team and we developed a long range facilities plan to try to address those items especially that we needed to do

090um and that that initially amounted to $49.5 million um that was prioritized that that number just because of the way in which costs have been impacted in the past couple years has crept up slightly but it's close to that $50 million mark. So, what's included? Um, you'll see our total scope here. Um, these were all of the uh buildings. We're doing some work with our new our phone systems and our public address systems and fire alarms. Um, Luis, which is in Fredonia, uh, that has pavement mechanical work um, and HVAC uh, units as well as building envelope and roofs. Uh, Hughes is down in Asheville close to Jamestown that has pavement sidewalks, also mechanical equipment. The Hughes campus and Luis campus were built at exactly the same time. They're almost identical. They're they look very

091much the same, those two campuses. And so the the things age out at the same time, too. And so we have to maintain them in that way. Closer to home here in Irakcoy is the Ormsby campus. Um where we also have some um additional pavement and sidewalks there. Um we have windows and doors that need to be worked on. We have a welding shop that needs some modification for ventilation to help us get an additional couple boos to help us with some of those weight lists that we were talking about a little bit earlier. Um, and also some of our toilet rooms were originally designed for interior um interior doorways inside the classrooms and they need to be relocated so that the the entrance to those toilets can be from the outside. So, we're working

092on addressing that as well as well as some flooring that needs to happen. And then the Carrier Center, which is our smallest uh career and technical education center in Angola. You'll also see some elements there, including small animal renovation. Um, and we also have some sewer line improvements that need to happen at the carrier. Importantly, all of the items that are proposed fit within the maximum cost allowance. That's an MCA is, maximum cost allowance. You have to pay close attention to the maximum cost allowance. Otherwise, you don't get the aid from the state to help support the costs for our school systems. So, we we're very attentive to that to make sure it's all fits under that um umbrella. And so there this project is fully aidable by the state education department. These are some

093just I think some pictures of some of the things that we are doing here. This is what we mean by it. Here's our Lua center, our Hughes center, um the Ormsby Educational Center closest to you, you'll see the welding ventilation which is extensive. I mean to put put uh 20 students in a room welding. I mean you can imagine the ventilation needs that that that creates um as well as um some aging uh unit ventilators that need to be updated for um HVA our HVAC and then our carrier center. So most important we tried to design backwards from the fiscal needs of our districts. We anticipated when we went through we were coming off of pandemic when we started the the the planning for this the real real in-depth planning schools were facing a lot

094of good resources at the time of post pandemic they had there was a good time fiscally we anticipated there would be a time in the state where there would be um the opposite swing of the fiscal cycle. So we tried to design this project with that in mind from the beginning. how can we best protect the fiscal interests of our school districts while also making sure that our students, your students have safe, warm and dry facilities that can that can support them. So, we tried to make sure that it fell into the adable uh threshold, the maximum cost allowance utilizing the intermunicipal agreement. IMA stands for intermunicipal agreement and that's that's the the method by which 27 schools can together shake hands on a deal that will allow them all to borrow or pay cash

095depend have flexibility in the way you pursue to pursue the financing. Um and that gives you the maximum um flexibility to go through the intermunicipal agreement route. And the payments are set up to ensure a continual rolling flow of aid so that um the payment you make in the first year has a state aid return. It's a same year aid return and that helps offset the cost in the next year. So we tried to make sure that your money from our school systems individual perspectives gets stretched as f as far as we possibly can to make sure that we're supporting um the needs of our schools. So, this takes us to some of the real numbers, the financial distribution, and it's my pleasure to introduce Sarah to speak to this. >> Thank you. >> All

096right. Good to be here. Uh we have we are Bernie Donigan's office, BPD, and we have we are your municipal adviser behind the scenes for since 1997. So, good to be here tonight. Uh we are with the Boseies tonight uh presenting some financials um for and really basic information on how Bosey's projects get authorized um and and really the the process there. So we take kind of a look at the project from this stance. The Boseies kind of goes through they have a scope they have a need for a project. What does that mean uh for the component district? So the place to start we take that 49.5 there that you see at the bottom of the yellow. Um and we need to allocate that to the component districts to see everybody's share in doing

097so. Um and really how that's done is by the arwada which is uh used in the 2526 that's your most current arwada. uh we put that into a percentage and for specifically um you can find on there out of the 49.5 the share for is 3.195 >> and um just for everyone listening for the was it the resident weighted average daily attendance just when you use the term just explain it so everyone knows what >> sure that it is the average daily attendance so it is really the and I don't mean that to be wise um and I didn't say the words but that is it's really the attendance of actually who's showing up in the districts. Um, and that is turned into a number. >> Basically the the usage that each district is benefiting

098or using whatever term you want to use from >> numbers. Yes. >> Yeah. Basically just look at the number of students enrolled at Irakcoy. Well, it's a weighted average and that's why it's not exact of what we might see in the reports. We're right around 2,00 students more heavily. So those actually increases your um and also increase your so it's a weighted average daily attendance rather than the actual numbers. Does that make sense? >> And not enrollment the actual attendance they had to show up. Uh so again we have the project 49.5 we know your allocation. Um and really there's two main ways to authorize a Bosey's project. It is different than going out for your own component district projects. Uh the first one has already been mentioned. It's the intermunicipal agreement without a Boseiswide

099vote. So if you are doing your same footprint just a reconstruction project no new buildings no additions to the existing buildings. Um there does not need to be a a vote. Um just again boards unanimously approving that. Once you do that uh the financing really is up to to each component district. It can be cash, it can be financings or any combination thereof. Um the each board for the component districts adopts their own bond resolution and therefore takes on that financing piece. Uh the other option uh for financing um a Bosey's project is going through DSNY the dormator dorm authority of the state of New York. Uh you financed actually through them yourselves before. It's slightly different program. Um if you needed to do that portion it would require a Boseiswide vote. So all component

100districts um the vote vote goes out to them if successful. The Boseies is one who adopts a bond resolution, notices a stoppple, all of those kind of legal publications. Um, and the financing is on them. So, they set the term and it has to work for all component districts. So, if it's a 20 20-year term, it's 20 years for all component districts. So, if you were a district that had cash and were able to make those payments to avoid any interest, you do not have that option if we have to enter into that DSNY agreement there. And that and with the Dazzy that is using Dazzy. Correct. >> Yep. >> And so if you remember from our capital project I want to point that out is if we use Dazzy it takes money away from

101construction because it costs money to do it. We're only doing like a $20 million project and I think the cost for DNE was over a million dollars. I looked to John for that. He's like, "Yeah, you're pretty close." So just to see what you lose in construction cost by doing that which is why we typically don't do it here. We were forced into it this not this project but the project before just because of the rates going it gave us a better rate so we was better off. So thank you for your help with that. Um but I just want to remind you DASI's expensive. >> Yeah and it's a it's a cumbersome process in general. Um and it is all on their schedule. So they have their own boards and their own board meetings

102and if you happen to make that agenda then you can move forward with the financing. If you don't so the process is slightly different than what you would in a component um financing. It's a great program to have. Um we certainly want to make sure it's beneficial to the districts to do so before entering it because it is cumbersome. But yeah, you do have higher interest costs. It's a different type of financing that carries the higher interest there. Cost of issuance. A vote is required. Kind of lose track of the timing there. um it doesn't impact your debt limit if you do have an issue with debt limits um and it will go against your tax cap. If we look at the IMA the considerations there again uh the largest benefit really for there's so

103many component districts in every um in every different situation right so an IMA really gives that flexibility and the control of how to pay for the project um to each component district itself so if you do if you are a district again that has the cash that can put towards the project um and avoid any interest you know that's an option for you um or if you do need to go into financing there's many different ways to structure that could really work for you to benefit to your best benefit rather than given a schedule to kind of fit in with what you have going on at your district level. Any questions so far on either option? Okay. Okay. So, this is kind of really where it starts looking like your own capital project. Um, we

104just have to do everything early on in this project, right? So, this is we have the project of 49.5 million. Um, how is that going to be spent out? We don't want to ask for the full 49.5 if we're not if it's going to take the five years to to need the money, right? Um so really asking for that cash flow, looking how the construction how the project's going to be laid out. Uh very strategic as was mentioned earlier, fitting everything into the maximum cost allowance. There's that rolling aid ceiling of uh every five years those aid ceilings kind of opening up. So really just looking at each campus when those aid ceilings open up and when the construction can come on. Um, so really splitting that 49.5 up over five payments, we were able

105to keep those fairly stable. So again, if you are bringing onto your budget, uh, the the impact of the budget as well as the aid flow is very consistent there. So first payment is due July 2027, so your 2728 fiscal year. Um and overall $9 million payment um to the for the construction of the project that's 581,000. >> Now remember that's our building a rate we would get back on that. Correct. >> This is just the payment. Yep. >> Right. So 70% of that will be covered by the state. So I guess I could do my calculator real quick. >> We'll run through the I have another final. Yep. We got it. >> They're used to me talking. >> You could do math. That's fine. >> Um but yes, exactly right. This is just the

106expense side and really the payment due um not your local share which again that's where the the aid kind of factors into um the local share piece. This illustrates the difference really in how Bosey's projects works. It's the same year aid. So if you make that payment of 581,000, you actually get that aid back that same year. So really you're left with the local share. And if you pay, if you can make the payments and pay it off in five years, your aid, you're made whole in five years as well. Um, your own capital projects when you do a reconstruction project like this, um, anytime you get aid, it's over 15 years, advertised over 15, which is why typically you're financing over that 15-year term. So again, it makes the importance of that flexibility um,

107that much more important, right? Is if you can fit it in with 10 years uh, to finance, you're going to get your aid back within 10 years. there's no need to go to the 15 years. So again, just highlights that flexibility. Um so again looking for a payment in 2728 uh the construction you have to have SV approval award contracts then we can do that aid claim to get the same year aid back and that is again over each year. If you do uh debt service bond anytime you make a debt service payment you're getting that aid back that same year. So I think if we can switch to the other >> yeah finish up with the schedule. Um okay so this is getting that was really kind of just the generic kind of setup

108of the Boseis project and this is really getting into specifics irracoy to your point let's take a look at really the impact of your district specifically. Okay. So, taking that 49.5, our full share is at 3.195. Um, this is a breakdown of the payments. So, again, we have five payments fairly level um at going from 9 to 10 to 10 and a half ending in that fifth year. So, what does that mean? What does that aid look like? Um, again, that you can see in column A, those are the payments each year. You got five payments. Column B, that's that same year aid you're getting back. So the the reimbursement of that first payment of 581 you'd get back 266 which is your 2526 Bosey's arwatada aid ratio. So you will notice it is lower

109than your normal building aid ratio. It's the Bosey's aid ratio. Um and in this case it's just the 2526 that is a different an updated R ratio every year. Um so 2728 your local share for that year is left at 314,000 and again the same for each each following four years. So overall the Bosey's project is 49.5 of construction work. Uh your share of that for the payments is 3.195. Your local share on the 49.5 million project is that 1.7. Any questions on that? This is an example of what it would look like if you were able to pay cash for the project over those five years. So again, you make the payment, you receive the aid. Uh depending on your situation, a lot of times that aid um can either make you whole or

110you can roll that aid kind of into your next payment to help offset the next payment there. Another option to uh take a look at is really shortterm financings. Again, this is just an illustration of the flexibility of an intermunicipal agreement and what that provides to you. If you weren't sure or if you weren't ready in the beginning of the year to get to release 581,000, you wanted to do that more towards the end of the year. So, the payment is due in July. Uh you could do a short-term financing for 581. You make the payment to the Boseies and it actually comes due at the end of the year. So, then you're paying that 581 to the end of the year. Um so again cash flow a lot of reasons a lot of think

111times that is helpful to do. Um you can see in column uh so total debt service so your project share is up to 3.3 because we're including that interest. Uh the aid on a Bosey's project you get aided on your principal and your interest. So the expense does go up because it has some interest because you're borrowing those funds. However, you are aided on the interest expense as well. So your aid now is at 1.5 and your local share is uh 1.8. 8. And again, that's really kind of how that looks. You borrow in the beginning of the year to make the payment. At the end of the year, when you may be more cash flush, a little bit more comfortable to do, or if you're really trying to see what you can do, um,

112then you can kind of put that larger payment or completely pay that payment off. It's just moving the expense to the end of the year. Uh and again, this is an example of really what you would typically do for your own uh capital projects is going out to long-term financing the bond. Um again, that's a discretion at each component district. So, if this is you have a legal period of probable usefulness for this project up to 30 years, so you could could finance this up to 30 years. Um but really anywhere in between and that can look different to every district that's uh within the Boseies. So, if this is something that you can feel right in this example, the local share you're looking um to to absorb here is about 166,000 each year. Um

113if you can think you can do more, you can again shorten that financing, pay less interest. If you need to uh lengthen it to again absorb that um smaller dollars, then you can do that as well. How you handle the local share can be different depending um how you want to handle what works for the tax levy and your tax cap calculation because this does factor factor in there. So again that's the flexibility of seeing what um what works best for each district and that's just a visual of that. Any questions on options or really getting the projects authorized in general? That's not something we have. I want to ask this question because the we would have to vote next month on the project and um I'm just saying we really don't have to decide

114how we're borrowing by next month. It's just whether we're in supportive of the project or not. >> Absolutely. >> So again, not a decision have to be made at this time. We can see where finances are aside. maybe set some aside at the end of this year to help take up the cost next year, but that's something that can be worked out over the next six months to a year. Um, >> and that can change throughout the process really, right? If you're able to pay cash for the first two payments or as long as you can and then eventually have to get into financing, that that can be a thing as well. If you if you want to pay cash, something happens in the third year. Um, one of the you'll see right in the

115inter intermunicipal agreement that you when you read through it, um, there is a section in there that, uh, wants you to adopt a bond resolution. Even if you're pl pay planning to pay cash and that's really to set you up for those options, don't need to make those decisions now. It's just putting everything in place. Again, this is five years, right? So, if anything changes within those years, you're you're all set and ready to um have the legal steps out of the way to go ahead and borrow. And there is two end of fiscal years. So there is good lead time going up to this first payment in 2728. So if there is opportunities to set something aside to help make those first payments, you have the end of 2526, the end of 2627 before

116a first payment is due on the project. >> If we have funds that we want to pay ahead of time, so the first payment is July of 27. If we wanted to pay that in fiscal year 2627, can we pay that? So, we actually get the aid ahead of time. >> Uh, you can you can uh set aside the money. Uh, you wouldn't make you wouldn't be able to get any payment. You can't Yeah. You won't be able to make uh or I'm sorry, receive any aid sooner >> just because the project has to really have be spent out to that dollar amount. Um, and you have to have SED approval. So, you really have to be into that construction. Um, you do not have to have it closed out though, right? When you're with

117your own projects, you have to have a final cost report done. So the project has to be done before you can receive any aid. Uh that is not how Boseies works. Uh they just need to have awarded contracts and you start receiving aid right away. >> So that just means at the end of next year we would set money aside to carry into the next fiscal year. So we wouldn't impact the let's see 2829 budget if I'm doing my years right. >> Any other questions? >> Um I have a question. I mean, I think the uh the math corner was excellent. I just got a question mark for Mr. Oorc. >> Yeah, sure. Absolutely. In fact, we have a couple more slides. I just want to visualize this this map, but I'm happy to take

118the question now if you like. >> Um, if you want to go through this first, you can because it's kind of at the end. >> Um, we're going to switch switch decks, I think, to our original deck. >> Thank you. Um, just just vis I think some of those slides are pretty text dense and pretty hard to read. You know, we're conscious of that. And the so we wanted to to also just show the schedule um a little more uh userfriendly option here. Um and I also just wanted to also emphasize you know the reasons to avoid the dazznney method aren't about trying to not have a public vote. We're very confident the public across our entire western region would support BOSIES. The reason is because this is the most financially advantageous option for our

119component districts. the IMA method is the most financially advantageous and um not only gets you the lower cost of borrowing but gets you the most flexibility. We we we've been asked by districts to try to pursue it through IMA rather than DSNY. Um DNY would give us more flexibility as far as expansions of space, but we've decided to try to pursue it this way. The tricky thing about the IMA is it requires 27 boards to agree 27 school boards. and and if we can get there, and we've done it before, um it will actually position each of those school systems with the best advantage as far as finances and and to be able to to make this this project most cost effective. If we don't get that, then we do need to look at the

120Dazzy because ultimately our roofs need repair. Our kids and our facilities are going to need we're going to need those things adjusted. So, we will have to recalibrate and figure out a Dazzy method to get it if we can't get it through our 27 components. Um, >> and just so the board's aware, because Dave can't be everywhere on every Tuesday or Wednesday of every month. He has been to other boards already. And at their board meeting in April, um, a bunch of them did approve this already. I don't think we're the last one. >> No, no, not at all. >> Other ones have. >> We're about a third of the way in, I think. In some districts, just when they're ready, they've done it. Um, this is a good representation, I think, of of of

121all of the steps that are involved here. Um the critical date for our school districts is to get um we're asking districts to pass a resolution on the on the IMA um by the end of June. July 1st is is our is our deadline. Um this would also show you then um what would happen in 2026. There'd be a design phase. If you click the slide to the next one, I can do that actually. I guess um here's what the construction schedule would look like. Um so we'd be in design for 2026. In 2027, we anticipate the state education department review. We'd begin the district, the Boseieswide instructional technology work would begin in 28 and 29. We'd start in Hughes. You can see how these are stacked out. We'd start down on the Hughes campus

122first. Ormsby would be second. And you can see the timeline for that project. And then also Carrier and Luis would be the last two years of our our phase. um those those projects tie out with the nine or10 million dollars that you saw on each of those phases um earlier. Make sense? >> Okay, questions for me. Thank you, James. Thanks for your patience. Appreciate it. >> Um so, and when you you look at this and you know from looking at the numbers, you know, I think we're the fourth largest >> contributor. Um it's and it's yeah 3 point I'm rounding 3.2 million and I understand the aid and all that but it's still from our 3.2 million in tax dollars that aids is coming from somewhere. Um and that the the repairs and everything you're

123proposing are what you need to function and exist because it's the structure. >> Correct. >> Um and that's that part is fairly easy to understand. I mean the numbers aside. So I guess my ask would be individually and I would you know I know I with the board if you guys disagree is what I would want to see or work with you guys on I'll explain in a second is when I say ROI on this to me ROI for us means our exposure to our students. So I think that we'd enjoy, you know, maybe not you or some of your staff, more conversations as we go into the future on how Boseies will continue to expand that for our students, whether it's welding, automotive, carpentry, etc., etc. Because to me, that's the justification of the

124tax dollars going in. >> Sure. >> That it's the students benefit in in that way. That's the return on the investment. >> So I guess what I'm asking is that I know it's an easy yes, but I'm really asking is is there a way that we could work more closely with with Erie Tubosis maybe at the beginning of the school year that someone, you know, comes in and says, "Hey, this is what we've got going on. This is what's available. This is what we're how we're expanding." >> Sure. >> Is that dialogue? Let me Yeah, let me take a crack at it. I mean, I first of all, I'm very proud of the work that we currently provide as a return on the investment for our Bose services um and what your students are able

125to accomplish. our our collabor educational collaborations publication which you might see it's specifically tailored to your school district. It has your students stories about their experiences with our programs. Um and um expansion in terms of expansion of footprint that would require a dazzy project. We would need to kind >> when I say expansion I mean like so with the maybe is to get more students in. >> Yeah. To Yeah. So so we've done a number of things to try to help help widen our doorways a little bit for to try to get get more students into our programs. Um when students when there is a wait list, those programs are capped and that's primarily about safety. If you think about trades and what happens in a welding shop, um that's a lot of equipment that

126can be that could be very dangerous if it's not carefully managed. We have um uh contractual pieces that that um ensure that a teaching assistant is added to a classroom if it gets above a certain um number of students and then once maximizes and equipment maximizes there really is no further that we can go other than stretching you know the end edges of the classroom. this actual modification does pick up a couple seats in that welding lab as a result of some of some of the things that we're able to do. So, I'm pleased about that. But, we're happy to spend more time um trying to figure out how can we best get communications to the boards about the new things that are happening at Boseies. Um also, I would invite boards to attend the

127um the annual meeting which is a wonderful showcase of of um events that are happening in Boseies and program increases that program enhancements. Um, this year it was held at the Armsby Center. Um, and it was a chance you could walk down a hallway and run into 50 new things that were going on at Boseies for a chance to see it. So, we' we'd love to see you there and we'd be happy to come here too. Um, so that all of those things >> and just to clarify, I think that Bose does an ex excellent job. It just did it by with the counselors. We are >> not necessarily as when I say we, I don't mean Bose. I mean as a country, we don't seem to be meeting the needs of the future fast

128enough. Agree. And I think that you can't talk about it forever, but you got to start somewhere. >> Yeah. >> And that's kind of what I'm I'm saying. >> I thought I I was wonderful. I'm really glad I got to hear your school counselor's presentation today and the segue that happened at the end there because you're absolutely right. I think that right kid, right program should be our philosophy. And um whether they're here in our at our pro in atricoy or whether they are at aosis like Erie 2 or Erie 1, we want to try to make sure that we help work with districts to try to get the right kid in the right spot. I don't I don't know this answer in terms of renting space. You can do that without DSNY or any

129of that or correct correct because like in our area um we have the motor old Motorola plant. I don't know how full that is. I I haven't talked to the individuals that own it um in a little bit about space there, but maybe that's something in future years we could talk about. >> And that's how we did the pathway to early college high schools. >> Oh, Mo Moog bought it from them. >> Yeah. >> Oh, I did not know that. Never mind that idea, but we could try another place. >> But as far as leasing, Doug raises a great point. Um, leasing is the the best way for Boseies to be able to find quicker expansion. Um, it does go back through the capital charge those lease costs. You do receive a Bosey's aid rate

130on that on that lease cost as it's as it's put forward. But our pathway to early college high school programs, we have one in Springville, one in in Dunkerk. Both of those were built through uh lease arrangements with school systems. But what I'm hearing is you're like open to that type of conversation and dialogue and that was really what I was >> wonderful. Welcome. Thank thank you so much James. I appreciate that. Any other questions? >> So there's 27 component districts and if one of them doesn't approve this, we go to an alternate finance. But what what are the what happens to that other district? Are they still part of >> Yeah, you're still part of Boseies and they still be subject to all the charges of a Dazznney method. >> Yeah. >> Very quickly.

131Okay. >> Once you're part of Boseies, you can't leave it. >> Okay. So, regard like if they don't >> that's make it sound like a bad thing. That's a good thing. >> Well, it keeps everyone honest with it like you don't come in and out in and out like the reason for it. It's a it's a regulation state. Dave did not make that up. The state that's a state rule. So if they don't approve it through normal means, they'll still be accountable to >> Yeah. Ultimately, even if a district decides to not approve the IMA, >> whatever method is determined to make sure these facilities are safe and warm for our kids, we're going to have to finance that and all of the members of the Boseies will have to pay the price of that.

132Yes. Unfortunately, that would be would be a higher price for the currently proposed project because of the higher financing costs and the lack of flexibility for the districts in terms of how they want to approach it. >> Okay. Also, the delay in moving forward the escalation cost would also probably now be about 6%. I don't know what we're using for escalation. I'm guessing I don't know if you know >> 6% a year. 6 to 8% a year. >> Yeah, I I don't know what the what our inflation is right now. I wouldn't hazard a guess at where we are with construction inflation, but also just in dazzy I think the rule of thumb is it's about a point higher in terms of the cost of borrowing. >> Okay. >> Any other questions for me? I'm

133so grateful for this time to be able to talk to you about this project. Thank you for for um for your time and on this. We did include a glossy publication that is specific to IRCOY. It gives you kind of the factoids about about the um the project and all of your options in terms of financing though. That data should be specific and correct for your own individual school district. So, I encourage you to take a look at that. Um thank you so much for your time today. I know I know how much time our board members give and I'm grateful for this opportunity to talk to you about this. Thank you. Thank you. Thank you for coming. Appreciate it. >> And and really to the board, um this would be on our agenda for

134June. Obviously, you saw the timeline. So, you could discuss it now, discuss it then, or you could say, "Yep, it we need it for our students um to keep them healthy, safe, warm, and being educated and not have a discussion um because of the presentation they did. >> I mean, my I guess we could just real see if we agree or not. You know, my thought process would be that I feel that, you know, it's essential because what Boseis does for our students and I'm a bigger proponent of college and and career and this is we're talking about more career. What what Boseis does is is essential and and without we've talked about this in our just without roofs, heat, etc., etc., they they they can't do it. I want to see it expanded as

135far as, you know, more access, but they they can't function without it. Um, so my feeling is I would be in support of it. I guess I would >> Yeah. >> What do you guys all >> right? Because I mean I know it would be the simple, but if it went away, which I know it would be hard to think of, but if it went away, that would be a huge loss to what we're trying to do. And I mean, I guess you could do it outside in the rain, but that would be tough with welding. >> Well, Bes is like an extension of our district. >> Yeah. Yeah. um and part of the whole school school experience. Um I I personally would love to see more data like on how many students we have

136going to these types of programs, weight lists. Um >> yeah, I think that that was actually we looked back at presentations. I think it it's if it's not in here, it was in the high school presentation. >> Um we heavily use Ormsby. >> Yeah. >> Um we're one of the biggest users of Bose. >> I presumed I mean that was >> there were well over aundred I wish John was here because he would know the number because he's like, "Oh my god, it went up. Now it's this number for the budget." Um because it was actually in his budget presentation a few slides ago, too. >> Yeah. But more engagement. Um Right. That's >> more of us going to the open houses, the annual meeting to to >> Yeah, that would all be nice. >>

137I'll tell you about the Potter Road one. I mean, the ECSB, you know, sponsored that event, but like I that was my first time because they normally have it during spring break week and I was never around and this year they didn't. And so I was able to go and it's pretty impressive. Um so but we need Boseies and I would be be in favor of approving it. >> Culinary students do an amazing job. Come see it enjoy. >> But you're walking out the door. You can hear pretty much everyone's in support really really quick. But I think what I'm hearing from the head nods and the comments that this is something they weren't supportive of as a board, right? >> Yes. Okay. >> All right. >> So, there you go. So, you can tell

138that to the next board. >> All right. >> Now, we will move on to the favorite part of the night, uh, the superintendent report. >> Uh, it's short this time because really I just want to thank, um, under there we have the budget vote. Thank John who's not here and and his staff and everyone and he we worked with Pete and Dave about, you know, their aspects of it, getting the budget put together. And is there any other questions on it? the the vote is talking to the public a week from today. >> The only thing I want to say and John's not here but to you know John and the administration and Mr. Scoffield is and to all my fellow board members. Um that I really want to, you know, say thank you because

139I think that our I feel that our district does an incredible job at trying to deliver the absolute most every single student and keeping it financially and fiscally responsible as we possibly can. And that's we've been there. It's not easy. And you know, seriously, I just want to say thank you to the board members, administration, John especially, but he left us. So >> for the budget. >> Yeah. For the for the budget. So I just want to, you know, and bring that attention to the public knows that it's something that we take very seriously. >> So thank you so much. Um Dave has a need from a board member. >> So we are having our uh interviews for the assistant principal at the high school. We're holding those on Friday, uh, May 22nd, so next

140Friday. Wondering if any of the board members can join us for those 7:30 to 4:30, I would say all day. >> Yeah. I mean, it's it and just so you know, it's not required if everyone is very busy, but it's always nice to have someone there. I'd like, you know, it's an ad, we would typically have one for administrative position. I mean, I think the interview process for the Elma primary um position was it was very a valuable thing to go through to see the whole interview process for administrators and I was glad I was part of it and I'm thinking that >> so Todd can do it. >> I'm hearing that Todd maybe >> Todd. Okay. Make sure Todd gets all the information in emails. >> Uh, recognition. Thank you, Todd. Um, >> she

141like a good luck charm is what you're saying. >> And just out of curiosity, do you fish in a bowl, too? >> The uh um Heather and Heather, when Heather's here today, thank you very much for donating. Um, can't remember the name of >> road rally. >> The road rally. The road rally for ECASB. They won and they have donated their winnings back for the retirement of the teachers. So, thank you so much and and practicing your slide. Um this year we had seven students on the uh national technical honors society and uh these all these students maintained a GPA of 3.5 or um higher and it's a high high level skill that they have. Um, and this has to do with career and technical education is from ECASB who we just had and we

142talked about them going through Spencer, Ella, Hannah, Eduardo, Josh, Caitlyn, and Ariana. So, congratulations to them. Moving to sports, winner scholar, athlete winners in basketball, it was Justice and TJ. Um, indoor track was Georgia and Chase, and rifle was Ariana. Whoops. an honorable mention. Uh indoor track was uh Caleb, Thomas, Edward, Logan, Nicholas, Emily, Gabriel, and Aliana. Alina. Alina. Thank you. Um basketball was Vincent and Tyler for boys and Addison Brooke and Shauna for girls. Cheerleading was McKenzie. Bowling was Carter. Uh that was boys. Uh boys ice hockey was uh Brooks, Zachary, and Matthew. Oh, girls ice hockey was Leila. And girls wrestling was Michaela. Uh let's see. Just uh which is who does our yearbook for the middle school was bronze level for excellence of 2026. Congratulations to Jim Thompson and his team that

143goes out there. We have the Western Zone Retired Teachers Foundation. They uh give thousand grants to teachers and we had two teachers, Jacqueline Long and Kayla, who was here tonight uh were selected and they received each $1,000. And Lacrosse Out Cancer Games, they donated to the American Cancer Society a little over $4,600. Um so uh um good job to the coach and that entire team. Uh ECSB back to Heather and Heather. They are shining star award. So we started with Heathers and ended with Heathers. So congrat we should make a movie about that. Um so congratulations to everybody. >> It was a movie. Yeah. >> What's it? >> Okay. Um, do we have any guess for agenda related? >> Right. Yeah, but we don't have any guests. Right. Okay. And I for a discussion of

144agenda items 13.01 for 19.07. Dave. >> Yes. Um, welcome two people on the agenda tonight. Berkeley Lamb who will be joining us as a middle school science teacher. And then we have Brenda Schilling who will be joining us a part-time cleaner out at Bura. So, welcome them to your record. Any other discussion? The basic purpose of the consent agenda is to act upon routine matters in an expeditious manner. Items placed on the consent agenda are determined by the board president and vice president in cooperation with the superintendent and are those which are considered common to the operation of the district and normally require no special board discussion or debate. Board members have the ability and the responsibility of reviewing the consent agenda ahead of time. A board member may request that any item on the

145consent agenda be removed and inserted at the appropriate place on the regular agenda. The president will present the initial motion followed by a request for a second. Do we have any request to withdraw any item from the agenda? Do we have a request to add anything to the agenda? Okay. Um I make the motion as recommended by the superintendent to approve the consent agenda items 13.01 01 through 19.07. Do I have a second? Second by Henry. All in favor. Show that five are in favor. Two are absent. The agenda carries. Do we have any guests for none? Okay. Do we have a need for an executive session? >> I do not. Okay. Um, can I have a motion to adjurnn by Todd? Can I have a second? Second by uh Bob. Uh, all in favor

146shows five in favor of adjourning. None opposed, two absent. We are adjourned at 8:27.