001It is 9:34. Are we ready for the stream? I will call this meeting to order. If we could please call the roll. Ms. Anderson. Here. Dr. Bernabei is excused. Dr. Collins. Here. Ms. Corsones. Here. Ms. Khans. Here. Mr. Lam. Here. Mr. Ryder. Here. Mr. Spicer, I believe is coming. And if we could stand for the pledge of allegiance. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. So, the reason for this special meeting is for the board to get additional clarification on the uh upcoming budget. Um we have included the option of an executive session. Um if there are any trustees that would like to enter into an executive session at this time.
002Otherwise, we will move to our public presentation. Dr. Carolina will um move first. Thank you. Thank you. >> Yes, they are. Yes. Good morning. So, we're here today once again to discuss the the budget uh 2026 2027 school district budget. >> [clears throat] >> I think the big question that we heard last week and and maybe the question out there is, what are the voters voting on? So, we'll start with that. Voters are voting on this number. That's what's on the ballot. That's what That's what our voters vote on. They vote on our expenditures. And there was the resolution or the uh proposition reads pretty much says the voters will give them power with the authority and the permission to spend that much money. It doesn't say anything about what's inside the budget necessarily. That's
003the information obviously our voters want to have, but that is exactly what people are voting on. What does this What does this include? Well, you've seen this several times, so I won't go through it every every single part of it, but what I will say there's no elimination of student programming. Obviously, there's a lot of changes in this budget, but there's no elimination of additional student programs programming courses, AP, college extracurriculars, pre-K. Our class sizes were made smaller, which I'll show you soon. We still have our arts, our music. You know, will there be a marching band next year? Yes. Will there be a basketball team next year? Yes. Will there be AP classes next year? Yes. Why is Why is What Why is there going to be reductions? I'll talk about that. And where
004are the reductions being made? Well, those are part of this presentation. Why are we here? Why do we need to make reductions? You've seen this slide. I think you've seen this slide. We've talked about this. Significant drop in student enrollment. More than 891 student More than 190 students in 2019-2020. We also look at how we're staffed compared to how many students we have. So, we have 891 students, [clears throat] but we have 21 more teachers, four more administrators, and 52 more teacher assistants than we had in 2019-2020. There's an inverse relationship here. Why are we here again? Another reason, decreasing funding. This slide is old news for all of you, but I think it's necessary to put it in on a regular basis. In 2023-2024, we all celebrated when New York State said, "We're fully
005funded funding the foundation aid formula." And you can see a gradual incline incline to this really this apex of $6.9 million increase in our funding. With the change both in our elected officials the state and as well as some changes to the calculation of the formula, we saw us drop to here, the $3 million, more than half of the reduction in our capital reduction, then to here, and that's generous. That 2% is generous. Because we don't know that. There is no state budget, and right now the governor's proposal says 1%. So, we are being very optimistic because our local officials and people at the state have said, "This is definitely going to go to 2%." Um but anything can happen. So, that's that's there kind of as our placeholder and our, you know, optimistic you
006view of this. We looked at workforce reduction. I just showed you two two slides ago where we are with as far as people compared to our staffing, I should say, compared to our enrollment. And there's been a lot of conversation about how many layoffs, how many how much attrition, etc. This is the final number that the final number of this proposal with this budget is there would be for our Kingston Teachers Federation, there'd be a reduction of 21 from K to 12. So, that's 12 would be layoffs, nine would be attrition, which are resignations and or retirements. For our ESP or teacher assistants, we have nine layoffs, nine attrition, and 18 total positions that have been reduced. In administration, we'll have one layoff, three attrition, and a total of four total reduction. For the purpose
007of our conversation, I I combined the central office and Aspen, the teachers or the administration in the one document. The equitable distribution of the of the reductions, in KTF, it's about 4% of our of our teaching staff. The reduction of course is in 4%. ESP, reduction of approximately 9%, and administration, a reduction of approximately 12%. Student enrollment, again, I want to put that number up there that student enrollment went down 14%. At the elementary level, we reduced our sections by 11, but still remain small class sizes. Now, I think there's something that at this point in time in the year, you know, we see some odd numbers like a 24.5, but you know, a lot of this is it's just kind of projecting where we're going where we're going to be. Kindergarten is is kind
008of a guess. We go with what we had last year. Um but we have some declining kindergarten enrollment over the last five years. Again, I'll just point out the number of classes, the number of sections, and the average class size of those sections. Again, still looking at the number of sections, we're still keeping our commitment at K-12 being being 22 or fewer. We have two questionable numbers right here. Again, we're working on that, and there's time to adjust. Remaining low. Remaining low. Remaining low. A A of talk about the literacy teachers. We adjusted what we're doing with our literacy teachers. We have literacy teachers. We have a reduction of five. So, our literacy teachers, again, this is simple math. People want to talk about it in the ins and outs of it, but in many
009ways it's just simple math. Um Dr. Oliveto has provided, you know, information regarding how we would deliver this, but this is we have enough literacy teachers with 20 20 literacy teachers to serve almost, well, basically 75% of our K-12 population. That's if we're in groups of three. If we go to groups of five, we can do 4,800 students, which is which is over the number of our students in K-12. English language arts is another question. We currently have 17 teachers. We reduced by three to 14 teachers. Again, straight math. If there's five periods a day, 14 teachers is 70 sections. 70 sections is what we get with those The lowest that passing can serve 1,750 students. Kingston High School only has 1,680. Teaching assistants, you saw the you saw the growth from 2019 to 2020
010to today. Um we have 208 TAs. So, that's 28 one for every 28 students in the district. Our proposal will bring that to 190, and that would be one TA for every 30 students in the district. School counselors, we reduced school counselors. Again, our school counselors caseloads are well below you see here on the bottom, are well below the recommended the recommended numbers from the American School Counselor Association and the national average. Both were below both of those. So, we can we can our capacity to serve our students guidance counselors guidance counselors definitely down. One of the cost-saving measures was bringing students back from out of district placement. So, we're going to return students currently placed out of district service out of district placements in places like Spectrum Services, wraparound, Hudson Valley services of Hudson
011Valley Center and other district placements. So, right now these three are the three we're looking at bringing back. And again, we'll be we're looking at the continuum of services and put making sure we're keeping them in the same building. Make sure we number have we know we have many number of students we have. This does three things. One, it reduces cost. Two, it brings our kids back to us. We have kids we're back in our We're not We're no longer contracting our students out to other places. It it lowers their their It reduces the time they have on a bus. And the other thing about it is it's our teachers. So, we're not laying off teachers or reducing sections or reducing TAs because we're sending so many students other places. So, there's there's a there's
012a threefold advantage to doing that. Let me go back. I'm not saying that's easy. And that's the important thing. I'm not going to I'm not saying like that's easy. We need training. We need extra support. We need a lot of different things to help us out. Now, so we're looking at this, we have a savings of about $5.8 million to do this. We need to reinvest a lot of that. So, it's not a net gain of $5.8 million. We're going to reinvest that. We're going to reinvest that in in behavioral specialists. Reinvest that in teacher training. Reinvest that in whatever outside supports we need to bring into the district to assist us to get ready to do this. Other things we worked on the budget, again, efficiencies through our BOCES services. We went through our
013final service request line by line with BOCES. We all just looked at things that we were using, things we weren't, things that were effective, things that we were getting return on investment. Um and we reduced them. We looked at things like there was there's a program called TTP, which is uh temporary therapeutic program. Um and they have an LTTP, which is a long therapy. the lady. I don't know what that stands for, but um it wasn't being effective. It wasn't effective. We were spending millions of dollars on it. So, we went through and changed that. We're looking at a change in arrival and dismissal times for our schools to reduce transportation. The only way to reduce transportation is to put fewer less equipment out on the street. That's the only way. We've sat down with
014our with our contractors, we've gone through their their charges, we understand the challenges that they face as well, um especially in this in this time when after COVID, really we had that bus short- bus driver shortage. And for a reason. Bus drivers were not paid well. Bus drivers had poor poor benefits. Bus drivers had bad working conditions. It was their job as the bus companies and transportation companies to to improve that. And they did. Obviously, that that kind of translated to a increase in cost for us. So, the way to do it is to put fewer buses on the road. And that's what we're working on. And we will work collaboratively with our teachers, with our administrators, and with the Board of Education to do this effectively. Administrative technology, um it's also reduced materials and
015supplies. The big number I think we really need to look at. We're talking a lot about this the stuff inside the budget. We're looking at line by line. But I think no one is talking about probably the most important part of this budget. $12 million in reserves. >> [clears throat] >> That's significant. Add that to last year, $23 million in reserves in 2 years. That's half of our reserves. Can you do that again? So, this is a big number. This number is greater than all the cuts put together. And this is how we're robbing our budget. We're not doing it on the backs of our administration, we're not doing it on the backs of our of our teachers, not doing it on the backs of our sports. We're doing it on the backs of our
016budget and the long-term health of our district. Some questions that were out there the other night that I to just want to kind of give some answers to. A lot of talk about the use of our uh technology. So, we can track this. We can track everything that has to do with our technology. We can track what students are doing with their technology that isn't school related when they're at home. Um So, used daily kindergarten, the percentage of devices used daily. So, that's not the percentage of time. That's the percentage of devices. So, you know, 38% only in the kindergarten and basically around 23 minutes for that 38% to a maximum of 52% in fourth grade of students using their their uh their Chromebooks at maximum 52 52 minutes. And there's instructional reasons for that.
017Technology isn't how we're strategic students. Technology is a tool for the teachers to teach students. We had some questions about the administrative code. I think someone said it was $22 million was spent on administrative salaries. Administrative code has many things in it. It's not just administrative salaries. Board of education spending, board docs, what you're all looking at right now. The board clerk, budget vote expenses of $40,000 for a budget vote. Tax collection, something we need to do. Audits, if you all know, many of you know, we have two required audits every year. One internal and external. District-wide contractual expenses, legal fees and communications, BOCES capital costs, $4 million. We'll say that. BOCES capital costs are $4 million. Between our administrative costs and their capital projects, it's $4 million. Uh printing and mailing, which we do
018a lot of that, insurance, tax claims, judgment, and property tax refunds. Um I will just as a aside say, we've received more challenges to um residential property taxes this year than we have in the the 13 years prior combined. Again, just talking about our budget summary of expenses where they are. Most of you know this. And an easy way to look at it is our pie chart. You know, we know most of our most of our expenses come from salaries and benefits. We're a people business. This is what we do. Makes sense. Um so, we're going to look at other areas where our expenses are. And lastly, a lot of people are asking well, what if there's a vote no on the budget, which is absolutely people's option. If we vote no on the budget,
019and our budget is budget goes down, I think it's important to know one thing more than anything else that's in that. The new decree no decrease no increase in our tax level will be allowed. That's another $5 million we would have to find. That's on top of the $12 million that we just put in and on what we just paid. So, those are important things to know. Um you know, our spending authority would just be for our for our teacher salaries and non and non non mandated programs would definitely be impacted. Um administration spending would be would be capped. Use of facilities no longer be allowed without pay. Transportation would be only legally mandated transportation services. And I'll say that means our band doesn't get on a bus. That means our football team doesn't get
020on a bus. And I guess I'll close on that note. And I'll open it up for questions. Questions, comments from the board. Mrs. Kearns. Thank you. Um in regards to the slide where you had shown the increase in staffing and the reduction in enrollment, I'm curious not necessarily about the numbers, but the why, because there must have been a good reason why the increase in those numbers for instruction delivery of services had to increase despite the trend showing declining enrollment. So, I'm curious because I think that's important to know that sometimes it's not always the numbers but the individual needs and the complex mandates that require certain specialties to be employed. >> Well, I think one of the things some board members remember is um this year. And this year, what happened in those 2
021years? We were given the gift of $22 million. The ARPA money came in. And with that money, while it probably, you know, in retrospect may not have been the right thing to do, the best thing to do, but it was the right thing to do. We added people. Um we added we added our DEI department. We added bilingual guidance counselors. We added extra math help. We added some extra reading help in there. So, we added we added people. And you know, what most people worry about is once you add people, they become part of what you did. And so, that I think that's a big part of it was having that influx of federal money. Um we did we did we did create many positions. Um you know, again, I think the idea of this
022keeping our K-12s low and we wanted to continue to honor that. So, that kept us in a place where we were If you would have If I showed you this through time, you'd see you know, one or two students, it's hard to change sections. It's hard to do that and stay below that 21 or 22. But when we start getting into 18 sections and I think it's important to remember that last year we cut eight sections of elementary. We did it all because we had we had retirements, so there were no layoffs. So, that's 19 reductions in elementary classes in 2 years. But the the the real answer to your question is we a lot of conversations about both of them, for sure. Uh, Mr. Ryder. So, I had I'd asked you this question last
023night. I probably understand that you may not have had time to to develop some of the answers, but in one of the slides we talked about not cutting courses, not cutting programming, not cutting AP courses. So, I I'm just stuck a little bit on the information you provided is that we are able where that we have in our core English classes, we have 56 credits, which include or sections, sorry, which is 9 9 8 9 honors 10 10 honors 11 12. Um, how many AP English language and English lit sections will we have next year? If you have that number. I will tell I will tell you. I mean, I I didn't have that last night when you gave it to me but when you asked me that, but I can tell you right now
024there are only three options three things that are not running for for English next year. And I will also tell you that there were three last year and five the year before and four the year before that. And that's about student enrollment more than anything. I have our student enrollment. Not only can we do it, it's done. We then there are students who were not We had to drop Shakespeare comedy and tragedy, fewer than students enrolled. We had to uh not run writing and academic achievement, fewer than 10 students enrolled. And we had our UCC college writing was or just college writing, which was UCCC, and we had few students in there, so we combined them with the AP class, which is basically the equivalent. So, there's only really only two classes that aren't running
025that we've run in the past. >> And we're not offering reduced sections. Like, we're not offering fewer than people signed up for. No. We We are serving every >> up for AP courses or electives and they need them to graduate, we'll be offered. Yeah. There's not There's every single student has every single class and they have every single required credit that they need. Um you know, and also you know, there's Many of the electives count for your fourth credit. So, you would think something is an elective, but they also count as an English credit. So, there's a different things going on there, but we have you know, our ability to to um provide every one of our students with all their graduation requirements, including AP, including college, and electives other than the ones I just
026mentioned, we can offer them. And then again, we didn't know There were some classes we didn't offer last year. And and that's the same in many of those many different core areas. Uh you know, if I only have four students sign up for AP, you know, um physics, let's say, you know, we're not running it. You know, we we do have to create some level of cut off and say, "Hey, listen, if I have 15 or fewer, we can't run that this year." But we can try to run it alternate years so then you have 15 from both, you know, so your junior and senior then you have a class then you have a possibility of a class. But that's that's really not about budget. Right. Okay. Mr. Spicer and then Dr. Collins. Beginning to
027be late, Dr. Collins. We have gone over this. How many reading teachers are we Five. Five. Okay. Oh, it's been It's like Yes. Wonderful. Thank you. That leaves us with 20. Thank you. Thank you. So, it's five. So, I'm sure that with our calculations it it it's our reading department with the cognitive children IEPs, 504s, you know, it's I guess it was just increased to 2.5. And I know you said you were going to discuss this with the teaching learning because it's happening big. So, I'm sure we're still going to have that conversation. But in general, are we going to be able to cover these same sections and provide the same services to these students with the reduced number of our meetings? Yes. Thank you. And I know we're going to discuss the details later.
028So, thank you. Dr. Collins. Um I also was drawn to the slide where you had the the first slide about not eliminating these programs that I Um I based on either teacher positions that are lost or a reallocation of funding that occurred. I'm particular about our summer school programs and the bilingual program and wondering um that I'm assuming that statement is true, so I'm wondering how we are accommodating and supporting those programs. In particular, I'm I know that enrollments in for summer 9 went down, but I see that more as a symptom of something else and not because we don't It's largely been a successful summer school program. So, can you talk a little about how those programs will be supported? Yes, so our extended school year programs are staying, which are It is our
029summer school for our students with disabilities, is as it always has been. Our our 1 through 4 summer school, our elementary enrichment, is the same as it's been. Our 10 through 12, which is basically our students that start our high school and Regents review and who are taking Regents, will be as it is. What we're doing now is looking at that 5 through 8 and and and and how coming 9 um to reimagine how we did it. So, while we did know summer 9 had low enrollment last year, that entire program had low enrollment. I mean, it was about 150 students total, uh 151 students plus the plus the summer 9. Um you know, so for 200 students, we were spending, you know, $850,000. So, we're looking at how can we reimagine that to provide
030um transitioning programs for our for our students who were in summer 9 and rising 5 was. Again, go back and went back go back to Mr. Earnest question when we when we had that influx of ARPA funding we really expanded what we did during the summer and it was and it was you remember I sat right there and told you about how many we had 1750 students walking in doing our walking onto our campuses in 21 22 23 and that number started to slide down. And that I I can't I can't give you evidence of this is my hunch is that that is a culprit as well. Also going back to I'm going to go off on a tangent for a second but I'll come back. Looking at the technology you know there were a
031lot of people talking to us about the technology and the use of technology. In 2021 2022 technology was an active issue. Technology was an equity issue. We were tasked [clears throat] with making equitable access to technology to all of our students. So again using ARPA funding we did we did that including you know looking at ways to make sure we we evaluated and we made sure that all of our students had access to the internet. So we we gave them a Chromebook but if they didn't have access that didn't really help them very much. You know we spent money on these things called Kajeets which are hotspots. You know and we continue we still continue and we're required by the state to do our digital equity survey every year to report back to the state
032our students ability to use technology. So you know there's a flip flop kind of in that in that in that in that mindset and I think a lot of that is also you know impacted our summer school enrollment. But we are we are working together to try to figure out how what can we do between that's going to be a positive return on investment but also give our students some of the opportunities. toward those middle grades mostly because they capture the important transitions that we talked about but I also see that we've made a lot of changes to curricular outputs toward in particular um, core one instruction at younger grades that I know will will be fruitful and yield, I think, really positive outcomes long term. But these middle students were the ones who were
033learning to read during COVID, and that's why I feel like that that group is continuing to not get served very effectively. And so, it worries me when I see so much going on with students going down because I know that those are students who actually need to be served. Well, and again, you know, it's summer school is voluntary. Um, so we we mean we do the encouraging, but we don't always I mean, of the I mean, I think last year we sent over over 600, um, notices to parents that we would recommend their students come to summer school, and we had 151 that came. So, it's a that's there's a I don't, you know, it's not it's not like September through June where students need to come to school. But but we are we're we're
034currently looking at what can we do to reimagine that to really get the return on investment and provide the the services to our kids that will be So, we'll give them after they walk through the doors in September. And the bilingual program will continue. Yes. Yeah. Mr. Williams. >> And we have to understand it next year also at the middle schools, which you listed here. My name is Walter Ford. First, we're cutting a speech path person. And that position has 60 students enrolled in that middle school. I want to know how we are servicing those 60 students that are in that teachers listing. I also want to point out your comment about the $12 million that we're dumping in. Okay. So, we're cutting for this year, but we're counting cuts of administration that we did
035not fill the positions. So, we've already realized that savings, and we're spending it this year for $12 million. I I I think the cut of speech path person who's servicing currently 60 students and not cutting of administration. This chart clearly shows and this is from our data given to the state that when we had 6,218 students in 2015, we had six per 100 central administrators. It shows that we now have 13, which you can take out one and a half because we saved that money this year um already. So, we're we're talking 11 and a half administrators for 5,857. I I do not believe, if we are talking about making cuts that are going to be valuable in the future, we have got to cut central office. And I I don't any job. But I
036cannot for 43 years of my time in Kingston, this district had an assistant superintendent of primary, secondary, and a superintendent, and then a director of special ed with an associate or assistant director of special ed. And they did the job. And I know the job is demanding more demanding, but so are the teachers' jobs more demanding. And I have got to stand in for I we need to make cuts in the administration and less cuts in student services. I don't have that chart. It's not accurate, but I don't have that chart. It This is our This is given >> Our data, but there's different classifications. That's fine. Our difference. Um Um Mr. Spicer. Can I help answer that question because both Maria and I were administrators. And it's true, certain numbers at at each school
037may drop as well. It's true, certain numbers may fall. For example, you may lose a certain amount of specialized students. I'm just going to write that. You're still required to have a director of specialized services. Even though if your numbers drop in a certain area, you're still required to have these professionals doing these jobs. Can I answer that? There's only one director that is required by New York State law, and that is the director of physical education. Not any other directors. And I'm not saying directors, they're closer to students. I want people that are hands-on with students because we know that if you want outcomes, you need the people on the on the ground. If you if not people And I know they don't sit in their offices. I'm I'm not I'm not saying they
038sit in their offices, but I have got to say teachers are doing the job. And we're not doing the job. Got it. Okay. Next question. You can read it as you want. >> you, Mr. President. Appreciate that. Um Do you understand this? Mrs. Kerns and then Mr. Ryder. My focus is not on central admin and the information just related to that in general. I don't feel informs my interest in looking at how the budget is being spent. So, I would like to set that aside, please, for this question. When it comes to our special services, and also being someone who's been in school admin before, um I know how critical this strategy is at the top. And I think it's very important that we regard the complexities that come with the 10,000-ft view plan. Where
039I'm struggling to understand and support is that the specialty roles that are filled to respond to that demand are too narrowly defined for me in this proposed assignment funds. Can you explain? Did you just get my email? Of course. The reading specialists in particular. I think that it's myopic, right? That that that has been defined, and so there's a really strong focus and lens on that. I'm not ignoring that the numbers have declined in terms of what you're proposing to cut. Like all of those things are the reality. [clears throat] What I'm looking at, also from the 10,000-ft lens, even narrower, right? Because that's not my role to be on the ground as all of you are, is that I'm concerned about our outcomes. I'm concerned about the challenges that come down through mandates. I'm
040concerned about the individual child who is representing these statistics that are not showing what I think is the academic strength possible in our district. So, I want to support what that looks like, how you all are collaborating with the boots on the ground. And when I look at these 19 students coming back with very complex needs, they more than academic needs, very complex needs, and coming into our schools, that is a beautiful thing, but it also calls to question what other supports are needed, and why they can't be met by those people that we are looking to cut. See you later. Not the whole thing. Well, well, I don't think I could, Dr. P. Um I'm wondering how we can pivot those five people that we're looking to cut to essentially provide the services that
041are going to be needed not only for those 19 students, but the portfolio of students that are required to have IEPs and 504 needs met. Right. And And those And just going back to the And those are all included in how we how we look at where our learning provide and our capacity to provide resources Now And that all fits in when we look at our students that we're bringing back. The question is, okay, this is how much we'll save, right? But how much are we going to spend to save that? So, that may mean that may mean And that's one of the things that I think is is so um difficult to to kind of communicate or to talk about cuz you see the budget and the budget is the budget, right? But that
042may mean that we do have to bring people back. That may mean some of those nine TAs that are that are that have been laid off are going to be brought back. That may mean some of the reading teachers will be brought back. That may mean the speech pathologist would be brought back. Depending on how the you know, the IEP capital comes in. They're kind of happening right now. So, there's a lot of different there's a lot of different things that could happen. But again, that's creating the savings. And now that's what I you know, if we if we had $5.2 million in savings, we may end up with a million dollars in savings. Then, if we might have to invest that to make sure we have the proper people in those in those roles
043to provide the supports for those students and those faculty and staff in the classroom. But I mean, we won't have to I guess what I'm saying is we're not going to pull from what we have to service those classrooms when they come back. We're going to pull from what we're saving to invest. Does that make sense to It does I guess my follow-up question then is in the plan that has been devised and in these conversations I imagine it's a tough blow being an employee to hear that you're being laid off for example, but to know that there might be something for you down the line, which I get that's how it works, but I wonder if if it's contemplated and communicated about what would be needed that that might be a um a good
044communication technique to relay that as a continuity of employment and um a collaborative way of recognizing how everyone is part of the solution rather than hard lines as we go. I know you can't make promises, but it feels like if I knew that those people were being reinvested in for similar things but under sort of a different umbrella, it would make me feel like we were continuing to hold the strength in that continuum of services. Yeah, I understand exactly Yeah. >> what you're what you're saying. Unfortunately, you know, that hard line is that hard line. And Tuesday there's a budget vote. The budget's due to the state on on next day. So, we need to There is that hard line. And I have said several times publicly that that there may be opportunities for us
045to bring people back and I explained that to our I met with Kingston teachers originally last night and I said the same thing to them. I mean, there may be there may be people we can call back. We've called people back, you know, in the past. We have had very few layoffs in the last 14 years, but we we have called people back. Um so that that's So, we need to look at those IEPs and find out exactly what those needs are. And the people who are instructing that class exactly what their needs are also. So, making sure that we don't say I mean, it's a terrible thing to have to tell someone you're being laid off. But it's it's it's a terrible thing to say someone you're being laid off, but you might come
046back and then they don't. You know, so that's a double That's kind of a double bad news story. So, we you know, um >> [clears throat] >> it's it's possible. It could happen. But I I don't like like you said, make that promise um until we have until we really have a full evaluation of who these students are come back, what their new IEPs are going to look like, and how we're going to provide those services. Can you just clarify though, our literacy teachers do not teach in our special education classrooms. >> Very rarely. Okay. I I just want to be sure that that is understood. Thank you for that clarification, thank you. But I'm sorry, then um I think we should expand on that cuz I'm a little confused. Um so the the literacy
047teachers you're saying, so are you calling reading specialists literacy teachers? They're one in the same because they've been because that those terms have been used side by side. It hasn't always been consistent. So literacy teachers are not necessarily teaching in special education classes, but are they meeting with students in groups in order to uh service them? They I I I I I probably should defer to administration, but my understanding is that reading teachers are meeting in small groups with students who are not classified um and but are needing additional reading instruction. So really our reading teachers service our reading teachers service our tier our tier one tier two students. Not tier one is more of an in-class person instruction. Tier two is where most are served. And then students who go into tier three also
048get serviced. Now with every tier three you have students then generally you know no one lives in those tiers. They're not supposed to live in those tiers. They're supposed to progress um downward or upward, right? So those so the next step from tier three would be an IEP possibly. Um would be an IEP. Yeah. Um at that point I mean is there is there the occasion where an IEP calls for reading instruction? Yes. There is. So there are there are there are some reading teachers who will teach in special ed classrooms or or work with special ed students. But the vast majority of their time is spent with our tier two and tier three students. And this is about tier one instruction. So to me that's frankly that's one in the same. They're providing services
049to students with special needs. So, regardless of that being delivered to a special education designated classroom, they are meeting with students with specific needs. And I I think this is just it's a sore topic for the educational world. This is not just our district. This is students whose needs are being who whose needs need to be met, and it is extremely taxing and really difficult to meet those needs perfectly. So, it's just an area that I'm really devoted into digging in more and understanding because we are seeing a changing landscape of student population and the needs of those students, and we have to pivot in terms of how we're applying all of the educational programming that we're doing and our pedagogical approach to look at the full landscape of students. They're no longer the exception
050to the rule, and I think that's really important. This conversation justifies my initial position. So, thank you. Mr. Ryder and then Mrs. Criscione. If you're going to stay on this kind of thread, then I might like you to go because I'm going to go to the left a little bit. Okay. Then, I will I think what it calls to mind from my perspective, because you're right, what we are we're seeing students with greater and greater needs. What the Carnegie Institute's latest research has told us that students um who are in poverty by the end of sixth grade have received 6,000 less instructional hours than those students who are not in poverty. Why? Because students learn outside of the classroom as well. That's a fact of our culture. So, I think what it behooves us to
051do, because we are in public education, is to constantly monitor and review what works, are we meeting the needs, And if it doesn't work, how do we pivot? And I think it really gets into, as you said, the pedagogical. So, it means that the people at this table, uh because one of reading or literacy reports directly to one of them or three of them, I'm not certain, or maybe more, um and him will have to constantly review and monitor um on an ongoing basis, recognizing that in fact we have to implement things. It does take time for implementation to take effect. So, you know, I agree, but we need to it is a pivotal moment. Just means we have to hold ourselves more accountable to our programs and what's working to meet those needs. But
052my other thing, and maybe a little bit of a pivot, is I have, since I've come on this board, been concerned about the funding. The $12 million hit that we are putting in reserves greatly concerns me. I have no desire to lay off anyone. But we are, as Dr. Patalino and all of us know, we are a people business, and the only way we can make this up, unless everyone is willing to go with me to fight in Albany about our funding formulas, is through, unfortunately, our our staffing. So, it's a challenge. Mr. Ryder. So, looking at this pie chart, our debt service right now is makes up about 7.1%. We have a massive capital project underway in phase So, as those projects and phases become complete, that debt service will be Well, some debt
053service will fall off the table. It may be that's all we're talking about how we time our portfolio. So, some debt service will fall off the table. And then new debt service will come through. So, it will So, it will probably stay in the round that area. Um it may go up a little bit, but you know, we're still the debt service from our Kingston High School debt service is running off. That's kind of the way you try to strategize that. >> Yeah. To make that number not go way up. And in some cases you don't even want to go way down, either, cuz we're depending on the building aid for the other revenue side of the budget. So, you try to keep that kind That That's kind of a flow where you got to
054want to stay in that area. But, yeah, it could fluctuate, but I wouldn't see it going down significantly. Okay. Um All right. Just cuz again, you you talked about us using basically half our reserves within the last 2 years. And so, yes, we're here talking about the '26-'27 budget, but I would imagine, like again, hopefully we will be starting in July, June, July talking about the '27-'28 budgets, because this isn't going to get easier. It's only going to get more difficult. Mhm? 3 years. 3-year budget. Yeah. Mrs. Kern, do we have a number for the number of students that are classified currently to receive um I guess specifically reading intervention supports? Like, cuz I might, you know, I should really look at the exact data to know what we're talking about here. Yes, but again,
055that number fluctuates on a daily basis. Okay. So, but what we have a range. I mean, again, looking at our capacity and looking at the planning that that that well, Dr. um Holbrook has been doing, and we have we feel confident we can provide even in this fluctuating I mean, you know, we're seeing this student today can be going from from tier one to tier two or tier one to tier tier two to tier one. So, no one that I think that's a misunderstanding about how we look at that. No one lives in those tiers. That if they do live in those tiers, for example, tier one, everyone can live in tier one. That would be okay. But, if they do live in those tiers, then we're not doing something correctly. Well, that's what I
056was going to ask, sort of what what is the role of or what is the place of that role in the the solutions, in the reading plan improvements, right? Like, when you're looking at that, I imagine that's constant conversation, is what is the role that those individuals or other solutions play in getting our numbers back up, which ultimately will result in better enrollment. You know, like this is a long-term pattern, but that's why I'm so stuck on it. Yeah, I think and I think that's with the with the implementation of our CKLA curriculum, and the investment that we've made in that tier one instruction, that's what we're hoping for, that tier one instruction and the investment we made there to reduce those number students who progress upward in the tiers. You know, so that that's
057and we're already we are seeing improvement in our students' reading through our CKLA, you know, work. Um and even even, you know, just anecdotally, we're hearing people talk about the the the how much better this is as far as teaching reading. So, that's the investment that we made and to keep that the the numbers from going up, they have to move back down into that tier one, which again, wouldn't necessarily I think this this is one of the tiers or whatever that it wouldn't necessarily you know, discontinue the need for people service providers in that area. It would just give us the opportunity to strengthen the curriculum that we are delivering with the people that we have. So, it's not to say, oh, if we do away with tier you know, all the numbers in
058tier three, we won't need reading teachers anymore. That's not true. Are there questions for Dr. Fredrickson? I think it's important to note that I know and Mr. Those two positions were filled. Those two two positions were in our budget and they were intended to be filled. There was never an intention not to fill the two positions. We, as a board, became involved in other things over the last 6 months and we did slow down that and then when we got to this operations where we saw the budget where it was, we chose to move forward without those positions, but they were in the budget and they were planned to be filled. That's a fun Sorry, I need the first part of what you said. You're You're talking about the two administrative positions that I'm talking
059about the deputy superintendent. And you're talking about the director of recruitment and retention and equity. Which Recruitment, retention, and equity. Which I just Can I say something to that that point? That um that I hear what my colleagues say about um we may valuing the individuals who are closest to our students and that is so so important to, you know, that education is really about relationships and our kids have relationships with our teachers and our TAs. Um I also just want to put out there that I feel the loss of the director of RRE because the recruitment, retention, equity, because this board has invested a lot of time and energy in the past in ever since I've been on it, um in trying to recruit and retain teachers and staff that mirror our community and
060I I believe that that is also incredibly important for the students in our district and so while um it's heartbreaking truly to lose any positions and those closest to our students, I am I am also just deeply regretting that we're going to lose that particular position because I think that the teachers >> [clears throat] >> who um come from marginalized backgrounds um benefit from a support network that has been offered through that position in the last few years. So, while I understand we need to eliminate it in this moment, I also just recognize the loss. I think it is important to note that although we abolish positions in order to support this budget, we can create new positions again when we are able to support those positions. And there's And there's no argument that, you
061know, looking as um, Ms. Courtney just said about reimagining, that reimagining not only, you know, our reading instruction, not only our math theater, but our big curriculum and our services as far as our students with disabilities, but reimagining our our administration as well. You all know I've been here for 14 years and we we've restructured central office four times. Um, so again, we look at these as opportunities and we step back and say, "Okay, what can we do differently?" You know, as Dr. Collins said about the director of recruitment, retention, and equity, you can make an argument that for every one of the supervisory areas where we have people, you know, and so it's a it's there. I mean, you know, there's there's needs to be some again reimagining, but those responsibilities, even though people
062think they that we don't have any apparently, um, do exist. Every building principal Well, I also say there was no cuts to any building level administrators. And when you talk about going to closest to this, there's no assistant principals, no vice principals, no building principals. There was no change in that in that I I I My point was that our building principals should be serving in that capacity of of equity and and retaining staff and so forth. I mean, that's part of their role as supervising our staff. Mr. Ryder. So, you just brought that up. And then so, how we are going to have the same responsibilities and we need to continue the work of that director of recruitment, retention, and equity. So, that will just be spread and we're also in this budget losing
063another cabinet member through retirement and has an immense amount of responsibilities and does a lot of great work. And so, how is that going to be absorbed by the rest of especially the cabinet or other administrators? Well, that's one of the reasons that I twisted Ms. Pablo's arm to stay till August 1st instead of leaving June 30th. Um but that's again, that's part of the how we're going to reimagine central office. But that's two HR positions that those responsibilities are still They are still there. Yeah. And so, I mean, that's part of the reimagining that will still have to be done. >> Yes. Dr. Collins, did you have something else? I didn't mean to cut you off. Mr. Lamb and then Mr. Spicer. I can't agree with Dr. Collins more except for we're cutting teachers
064and the latest hires have been are hires that we're focusing on diversity and equity and and and I think we're losing an advantage also. And I that concerns me because we have focused on that and that has been an interest of this board and a and a priority for this board. And as we lay off teachers the last hired is the first to go and and unfortunately, that's going to be our DEI hires. A lot of them. Mr. Spicer. I share Dr. Collins' concern on the fact passion allows you to receive this on the 49. One of the major focuses of my career on this board has been leading into how we do more um institutionalized out of the dollar to increase staff and professional development opportunities. And like Mr. Larger said, you did a
065good job. And now those people were the last time we were not focused. So, most likely they'll be the ones who took off. The reason I speak now is because the truth is we're in a flow of negative funding right now. The funding is going to change. I want the board to remember what Dr. Collins said because her passion becomes our position in the future. Meaning, when the flow begins again, we understand without a director of diversity, equity, and inclusion, we lose our ability to recruit more aggressively. And once they get here, because of all the institutional colleges they may want to leave to go to a bigger city where there's more people of color, housing, whatever their issues. It's the director of equity and inclusion that really meant take a breath, look at the
066trainings we're giving you, and the safe return to to do something spectacular in in the realm of diversity, equity, and inclusion. Recruitment is retention because we talked about this. How we bring on talent and then they leave after we spend invest thousands of dollars in training them, and then they still leave. It's director equity uh and inclusion that leads into these people to get them to stay. I'm making this little bitty speech just to say about what Dr. Collins said. Let's remember and when God willing the flow comes back to us, we bring that position back because it's and it's what It's what the land just said. It'll begin to flow backwards if we don't have this person at the back So, I want to thank you all for all of your comments. I feel
067very much supported for all of my work on on this board. And and I hope when all of this clears up, because the money is going to come back, that we remember and and and seek to find someone possibly the same someone to come back to fill this position. So, in conclusion, thank you, Dr. Collins, for what you said. Thank you. This isn't a public comment session. Mr. Denny had his hand raised. Any other comments or questions from the board? I just want to comment. I want to thank uh the administration for all of the materials that we've received in the back information that we received because we requested a lot within the last week um since our last meeting. So, I want to thank you for pulling all of that information together because I
068know it was a heavy lift. Yes, I I agree. We got a lot of good supporting documentation. The people at the table, thank you very much. >> love the fact that every time we meet, the number drops. So, the number of positions that we're losing drops. Lee. >> because they found another area that perhaps could be cut, therefore enabling a position to be saved. So, we appreciate that work. If there are no other comments or questions for Dr. Pedalino, we do have uh resolutions um The OE 45 is a resolution to abolish positions. Be it resolved that the board hereby abolishes the following positions effective close of business on June 30th, 2026. Those are the positions that Dr. Pedalino presented to us. Do I need to read those? If we could have a motion. So
069moved. And a second. I'll second. Any discussion? Dr. Collins. I need to read something that's in the packet. Deep breath. Um okay. So, I recognize that um we are sitting in the administration and the board of education have taken some um maybe mistakes mistakes perhaps in the timing and the communication in particular about um how this has unrolled. The district has been in a luxurious position in the last decade or so to not have to be cutting positions. Um just because this is a new landscape, um doesn't really serve as an excuse in some ways. Um the uncertainty warrants extra care. and for anyone who felt we didn't provide that, I apologize. Um and I want the reflection and the lessons learned from this process to inform our future. And I also don't want it
070to distract from this moment of loss that we feel. Um so to our teachers and our TAs and our staff, um no words can compensate for losing a job. Your absence will be felt um by the school community too. So I don't want to overlook that they do are feeling a loss if indeed these positions >> [clears throat] >> um I dreaded this moment. This year and in all years as and I think all my colleagues who work also have where we have to think about losing positions. I was part of a board that in 2020 prioritized people, human contact, and a culture of care during the COVID-19 pandemic. Um and we chose to spend our federal funds on people who could help support our kids. Uh we couldn't and didn't have a plan or
071um we had a plan, sorry, for maintaining staffing. Did not foresee the massive changes to the foundation formula state aid or reclassification of Katon as a wealthier, moderate needs city. Um that we know this doesn't reflect um and we know that that classification does not reflect families in our district. And I actually can't knowing this, I'm not sure we would do anything different in the past because it was so important during COVID to have faculty, staff, bilingual family workers, social workers, guidance counselors all at the ready for our students. Um I don't think we've ever lost and I don't think anyone at this table loses the belief that people make a difference for our kids. Uh so I don't take the role of the DOE in abolishing positions lightly and I know my college students.
072The people that lose positions are kids teachers and our students. They are friends and our family members in the community. Some are youngest most promising teachers who only begun their careers. So I've heard about you if you're watching or listening from students family and your colleagues. I'm deeply sorry that the district won't um benefit from your talents this next year. I hope that in the future we can to people who served the district for longer and have lost positions or retiring. Thank you for your continued commitment. My words or any of our words won't make it any easier. I just hope that our gratitude or my gratitude and respect for what you do can be heard. And I really regret that this is where we are. I do believe the board and the community have
073a hard two years ahead. Um and I hope that we can represent them with grace. Thank you Dr. Collins. I think you represent most of how we're feeling at this [clears throat] table. Any um Mrs. Kern? I appreciate um very much the presentation and all the work that was done. I communicated that regularly um in most of of my requests. I want to call out that Dr. Bernabei specifically reached out to us about a vote being conducted in this meeting um and that not being made clear if that has to happen. So I don't want to disregard that outreach from our colleague because I've been in that position before. Um I also prepared a speech. Um this has been one of the most vulnerable and challenging experiences I've had in my career. Um but it
074is also one of the most inspiring and fruitful. Um I recognize and acknowledge everything that's been shared um and the speech still holds true to to where I am. If we do proceed with a vote, um first I want to acknowledge the weight of today's decision. These are not easy conversations and they are not decisions that anyone takes lightly. I have deep respect for our administrative team and for the thoughtful, professional, and exhaustive work they have done throughout this process. I recognize that the recommendations before us were developed through the lens of what our administrative team believes is practical and best to meet the district's priorities and long-term financial challenges. This process is about understanding that reasonable people can look at the same challenges and arrive at different conclusions. It also means recognizing that there
075is often more than one possible path forward and that part of strong leadership is continuing to listen, especially to the voices of our community, even when we may not fully agree with the intensity or perspective being expressed. I want to recognize the devotion and professionalism of our teachers and staff who continue to show up every day for our students despite the many challenges facing education today. The realities we are navigating are not unique to our district. Across the country, schools are being asked to do more with less while simultaneously addressing increasing academic, behavioral, social, and emotional needs. Those challenges are real. These struggles are very real for our teachers and students and the data behind them is real. As a board member, I have an obligation to represent the voices of the people who elected
076me and to vote in alignment with what I believe best supports the goals we have set for the district. For me, that means I cannot support the abolition of positions connected to student guidance, ELA, and reading instruction specifically. This is not a vote against our administration, nor is it a dismissal of the difficult financial realities before us. When we talk about our academic goals, preparing students for the future, and continuing the progress we have worked so hard to make, that you all have worked so hard to make, and the people before me, I believe literacy and reading achievement must remain central. We should be proud of how far we've come. Let's not lose that in this moment. There's so much happening in this district that deserves recognition and celebration. We are positioned not only to
077improve, but to lead in academic success if we continue moving forward thoughtfully and collaborative collaboratively as we have been. I believe that everyone in this room wants the same outcome. Strong schools, successful and inspired students, empowered teachers, and a district that our community can continue to believe in and be proud of. For those reasons, I will be voting no on the resolution today. And I do so respectfully and with continued optimism about what this district can achieve and re-work for the application of this budget. We should share our skills and talents, recognize the expertise across the district, and work even better together towards how we close the learning gaps and meet the needs within our community. I believe in us, and I'm grateful for all of you. Thank you. Thank you, Mrs. Kerns. Mr. Mr.
078Ryder, Mr. Spicer, Mr. Lamb. Yeah. >> [clears throat] >> I just want to acknowledge both the thoughtful speeches that were given, and the only thing that I I want to add, similar to Dr. Collins, I see you as far as those who we are our our if it goes through uh positions that we're about to abolish, which means layoffs, and as Dr. Collins said, that is some of our our younger and brighter teachers and because of the last in, first out. And and I just um I want to wish them well in the future. I don't think, you know, I I don't know what our our financial situation will hold. Unfortunately, there's not a a budget agreement in in Albany, but I I think that the administration has put together these cuts in a thoughtful
079way. Um and that if we do not um pass this resolution, we're kicking the can down the road in a in a situation that I think is going to be worse. I don't see the funding coming back. I don't see us bringing these positions back. Maybe, you know, uh on the margins, but um I think it would be irresponsible of us not to vote for this recommendation. And as much as I hate to see anyone laid off and positions abolished, even vacant ones, because that means those who are still here will have to adjust and and bear the brunt of that, not any of us here at the board. Cabinet, Dr. Valentino, but us as board members will not as much have to bear the brunt of that. Um I I will be a yes
080on this resolution. Um and I think we owe it to those who are being laid off to do it sooner rather than later. So, um I acknowledge that Dr. Valentino about that, but I I think that again, just delaying it is only delaying what I see as inevitable. Mr. Slicer. I am I'm seeing you here on this board. I've seen you this board through the highs and the violence and the lows and the the violence. I am feeling an insensitivity to humanity of of this board. I've not seen young kids disappear, but faces disappear. And for all of you on this board who were teaching in the schools when you became teachers, promises are not to teachers. You were in this position. And when the budgets are cut in Poughkeepsie, the only thing that saved
081me was I was in the special ed category. So, they had to keep me, but others of my friends were were no longer. And I I just wanted to say, in in the years to come, I'm so proud to serve with all of you because you don't see numbers, you see faces. Which means when the flow begins back, we'll work hard to bring these people to bring these people back because as a teacher, just like being a doctor or a lawyer, it's not what you do, it's who you are. You are a teacher. You are a child caregiver. It's who you are. And what you leave part of who you are is left in that place. And and I'm so proud that all of you see that. And I'm saying this again so when the
082time comes, we can put at the top of our list not the schools' improvements or this or that improvement, but bringing these people back. So, I have to be a little biased because it it it And I'm sorry for the new board members that your first time on the board is a hard time. This is a hard time. And and and it it it will pass, and we will absorb it. But, when your back is up against the wall, you you have to be you have to make tough choices. And the last thing I'll say is, for all the new people on the board, you're learning. Administrations don't believe people. Only school boards can do that. So, it's hard, and and it falls on you. And I'm sorry, but being on this board, you may
083be too happy to make this vote. But, however your vote comes, I know it comes from your conscience. So, thank you all. That's my speech. Thank you all. Mr. Lamb. I don't disagree with anything that's been said. I'm not even sure how I'm going to vote, because quite honestly, I I listened to everyone. I think it's irresponsible if we don't take action today, because there are people on that list who have spouses in other districts that have been laid off, and they need to get to the job market. I think that if we're going to vote to abolish positions, it needs to be done so that people can move on. And I thank every single one of those people for their service to our children, our community, and our district, and I am sorry. Mrs.
084Quesenberry, do you have a Yeah, I just I agree with everything that has been said, and um it's a very very difficult time, and unfortunately, I think it's going to be a difficult few years. I would um I applaud Mr. Spicer's optimism that we'll see it come back, and I think we will, but I think we have a few more years down the road before we actually see the tide turn around that. Um I want to um this is very difficult vote for me because I also believe we need to cut fibers from the classroom. But I'm also um need to recognize the hard work that the administration has done and the recommendations that they have made. And as difficult as it is, I will be supporting this resolution because I agree with Mr. Lamb
085um and Mr. Spicer and that we need to let people know as soon as possible. So I do not want to defer the vote. So I I want to thank everyone on the board for giving this important decision careful consideration and making comments that have helped all of us to think about um what's really important. I also want to acknowledge all the work of the administration, Dr. Pedellino and and his cabinet. Um and I also want to acknowledge that we have a community um that that we're asking to support this budget. So we have a responsibility to make sure that um we can afford the business that's before us. Um so I thank everyone and I think we could possibly call a roll call vote. Mr. Spicer. Yes. Dr. Collins. Yes. Ms. Anderson. Yes. Mr.
086Ryder. Yes. Ms. Corson. Yes. Mr. Lamb. Yes. Mrs. Crone? No. 6 to 1, the resolution passes. DOE 45 has been passed. We do have DOE 46, which is another uh uh a deal resolved that the board hereby abolishes the position of assistant superintendent for human resources and public relations effective at the close of business on July 31st, 2026. >> to approve. Second. Any discussion on that position, Mr. Lamb? I would like to thank the person in that position. Um and thank you for helping us in meeting our budgetary needs by leaving. You will be missed. Um and we'll be in contact over 49ers stuff. So, it'll it'll be fine, but enjoy retirement and have a wonderful retirement. And thank you. Mr. Spicer. I wanted to add to what Mr. Lamb just said. Mr. Lamb, you
087know, every time I rang your phone, you were there for me. Everything I've ever needed, I knew it was right away and always always with uh a lot of gratitude and and you know, to you very kindly. And I just want to thank you and and and wish you well. And you are going to I didn't want to retire, so and people told me you're going to love retirement. You're going to love retirement. You you're going to love retirement, so God God bless you and and thank you for everything you've done for us. Mr. Ryder. Yeah, I mean, we're we're we're abolishing this position, but I just want to acknowledge that you the the Is it 13 or 14 years? 14 years of service in various positions and um the amount of of service that
088you've provided to our students and students in other districts and and so I just want to wish you well in your time. Dr. Hunt. I'll add to the very personal wishes that are related to this position, but congratulations and thank you for your many years of service. It's been a pleasure to see you now. Um I also just want to urge in relation to the communications aspect of this job, I will be looking to with curiosity and optimism toward the ways in which we continue to look forward to the communications about this particular position in its current form. I think that's where the reimagining has got to come from. It's an important job. It's It's a crucial job and um I hope that the offering of this position is not a signal to the public
089that we don't value that. I think it's part of the rethinking how to make things work in our current budget landscape. Well said. Mrs. Hunt. I'd be remiss if I didn't acknowledge that you helped to guide um my path to this through many different forms in which I was deeply invested and deeply invested in the district and thank you for your enthusiasm and your support and um all of the words of wisdom that you shared with me through this time and I'm really excited for you for the next chapter in your journey and thank you for your service. Mrs. Cortell. Well, um as Ms. Bonfield knows, um I actually she first came to work in the district with me. So, um so that was her first job in this district. So, I'm not certain if
090she's thanking me or cursing me. But, I also want to acknowledge all the different roles you've played and thank you for that. But, also more importantly for being kind of the stalwart and support that the senior team uh >> [laughter] >> uh has received from you because it's been a critical for continuing for keeping the district going. So, thank you for that. And remember, retirement is not necessarily you stop as you know. So, enjoy. And people are still waiting for me to retire. Yes, people are still waiting for me to retire. Thank you, Ben, for all you've done. Our paths have crossed many different ways and times, but uh we appreciate all that you've done for the district. So, thank you. We need to vote on this uh BOA 46. Do we roll? Why don't
091we do roll? Mr. Spicer? Yeah. Dr. Collins? Yes. Ms. Anderson? Yes. Mr. Ryder? Yes. Ms. Corson? >> Yes. Mr. Lamb? Yes. Ms. Kerns? Yes. BOE 46 has been approved. That ends our business. Is there anyone who believes we need an executive session? Hearing none. I'd like to follow just because so much information and data was gathered that can't be discussed here. I do think it warrants a little bit of time to move into executive to talk about some of the questions that were issued. Unless unless we can move them into executive session for our next board meeting. But, um some of the information that was sent was um incomplete or not readable. So, I just want to make sure that >> So, you've made a motion to go into executive session. Okay. Do we have
092a second? I'll second that. And you have a point of order for the purpose of being in executive session. To review salaries and specifically requested personnel matters that were sent prior in request. >> salaries and matters regarding individual staff, but not salary statistics per se. No, it wasn't statistics, just salaries. Okay. All right, I I feel like maybe this isn't the right time for it, so I'll just move um withdraw my motion and I'll just include it in the next one. Move to adjourn. Do we have a second? All in favor. Aye. Our meeting our special meeting is adjourned. Thank you, Dr. Carberry. Thank you. Everybody go turn on your microphones to record you.