Board of Education Meeting 11/5/2025

001Can I ask >> We have returned from executive session to our public session of this board meeting. If we could please call the role. >> Mr. Spicer is excused. Dr. Collins >> here. >> Miss Anderson >> here. >> Mr. Ryder >> here. >> Miss Corson >> here. >> Mr. Fitzpatrick >> here. >> Mr. Lamb >> here. >> Miss Karns >> here. >> Dr. B is excused. Miss Collier >> here. >> Mr. Jack. And if we could stand for the pledgece to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> I would ask that we remain stand we have um an unexpected loss of a staff member this week if we can have a moment of silence. Thank

002you. We have no action uh pertaining to executive session. So that brings us to the approval of the minutes for the October 22nd meeting. So move >> second. Any discussion on the minutes from October 22nd? All in favor? >> I. >> Any opposed? The minutes for October 22nd are approved. We are at public comment. We have a people signed up. So, good evening everyone. We are about to enter the portion of the meeting where we welcome public comments. Although state law does not require that we hold a public comment period, we feel it is crucial that we hear from our community about their concerns. The board is here to listen. Your concerns and questions may be addressed at a future meeting of the board or you may be contacted by the appropriate staff member or

003administrator. If you have prepared a written statement and do not have the opportunity to present it, please leave it with the clerk of the board who will see that all trustees receive it. Each speaker will have three minutes and this public comment period will not exceed 30 minutes in total. It is important to note that state and [clears throat] federal privacy laws and collective bargaining agreements prevent us from discussing certain topics in this venue, including specific employees or students and pending grievances or negotiations. Any speaker who does not adhere to these posted guidelines will forfeit the remainder of their time. Thank you for your adherence to the rules and your interest in the continuous improvement of our district. Lee Bondudo. >> Hi everyone. I am a parent of a third grader at George Washington Elementary

004and I want to thank you all for putting Dr. Kagan in charge. She is wonderful. And I want to talk tonight about a problem of accountability with you all, the board and the administration because you had four years of credible complaints of abuse and this was ignored. And this is a pattern, a pattern of not listening to parents, a pattern of allowing abuse to happen and a pattern of corruption. In fact, it was August 9th, 2023. I was right here in this room and Herb Blam was here and made a credible accusation of corruption and now you have been in all of the GW meetings praising Dr. Catalina which is very strange and so we need accountability. We need answers and we need administrators who will not ignore credible accounts of abuse because if it

005was ignored this time, who else is being ignored and who else is being protected? We need administrators and school board members who are going to protect our children, especially in this moment, especially because the children who were harmed at George Washington were the youngest and most underprivileged children in this district. It's horrifying. It has never been more important than this moment for this administration to stand up and particularly to fight back against authoritarianism. And we cannot have authoritarianism here in our administration. We need to be hearing from parents. We need to be believing parents and we need to be trusting parents. Thank you so much for everything that you do to take care of our children. >> Is there anyone else who would like to address the board? Right. That brings us to the uh

006superintendent report. Thank you, Miss Anderson. Um, first thing we have in the superintendent report is our external audit and we have Mr. Chris Healey here for us tonight. >> Good evening. Um, I'm going to try to be as brief as I can for you here to to go through the the highlights. We met um with the audit and finance committee last week and and went through this presentation in a little more detail. So, I wanted to keep the slides there so you have them for reference on on some of the the key, you know, highlights um through, but I won't go into the same level of detail as what was said before. So, uh for those of you I haven't met, um I'm Chrissy Elite, audit partner with Mangle Muskerbar or MMB. Um I have

007about uh 13 years of experience auditing uh public schools, not for profofits, and other governments um across the state. and uh I oversee the audit of uh the district's financial statements. Um so what I want to uh cover first is communication with those charged with governance. So in any audit that we perform, we're required under our professional standards to make certain communications to those charged with governance. Um this is issued as a separate letter which would be the AUC260 letter in those final reports. Um the highlights of that are that it lets you know that we did audit the financial statements both of the extra classroom activity fund as well as the district as a whole. We're responsible to use professional judgment to plan and perform our audit to express an opinion uh on your

008financial statements on whether we believe they're free from material misstatement. We consider your internal controls. We don't provide an opinion on your internal controls. If we encounter uh matters that we believe need to be reported to you, to report those matters to you. We did perform the audit consistent with the plan timing and scope. So, the reports were finalized on October 14th in time for the October 15th um deadline just due to some scheduling conflicts related to the meetings. I'm here a little bit after the fact, but uh you were um you know on time with those filings. Uh we're independent of the district, so we do prepare the financial statements on behalf of the district using information provided to us by your management team. the management team reviews and accepts responsibility for the financial

009statements. Uh significant risks encountered in the audit process. So we're required to report to you items that we uh consider to be significant risks. This isn't anything that the district is doing or is not doing. This is really just where we spend more time and attention in the audit process. Um, management override of controls and revenue recognition are required to be considered significant risks in any audit unless there's a a really compelling reason uh why they they shouldn't be. Financial reporting bias that really relates to your propensity to to meet or exceed that 4% real property tax law threshold. Um, and then compliance with the uniform guidance which is related to your federal awards. So that's where we spend the most time and attention in the audit process. you did have to implement a new

010standard this year. So if you looked back at last year and compared to this year, there is a change related to accounting for compensated absences. So that's uh the estimate of the time that you uh would pay out to employees upon their severance from employment with the district. Um so that that calculation changed some of the underlying assumptions changed based on the size of your district. It wasn't material enough to uh warrant any cumulative adjustment to the opening balance. Uh so many districts through the state would have had a prior period adjustment related to this. Uh but for you it wasn't significant enough to warrant that adjustment. Significant estimates. So I just talked about compensated absences. It's really an estimate based on what you believe um those acred balances that will be paid out and

011and the rates that they'll be paid out at uh based on your collective bargaining agreements. Retirey health is an actuarial calculation as is your pension information from the New York State retirement plan. So um because of the actuarial nature um considered significant estimates. We had no significant difficulties in performing the audit. We had no uncorrected misstatements. We had no material corrected misstatements. So uh related to those misstatements that means that we're not proposing adjustments to to um fairly present your financial statements. So that means that what you're seeing on a regular basis uh you know is is accurate uh and complete to the best of our knowledge through through the work that we have done. Um we had no disagreements with management. Management provided us with representation stating they were truthful accurate and honest provided

012us all the information that we requested. We do modify our opinion related to the extra classroom activities fund. That's really related to the completeness of cash receipts. It's very difficult to have enough assurance that what should make it to the bank does make it to the bank. So our procedures really focus on what gets to the bank and what leaves the bank. It's really hard to know, you know, if something should have gotten there and didn't. So that's a fairly standard opinion uh related to the extra classroom activities fund. Um and then really no other significant matters to report in that communication. I'm going to fly through the next couple here. So our actual reports themselves, can I just ask Could you just just for the sake of everyone and people that are out there,

013could you just give us tell us what the extra classroom activity fund is? >> So that's the student the student clubs. So um you have um in each of your buildings you have the student activities um the students uh those clubs are required to have [clears throat] student treasure, faculty advisor. Um so based on the nature of the the cash that's changing hands and the student involvement, it's just very difficult to you know make sure that everything's there. So we have some recommendations that um you know we see at almost every district that that were provided as part of that audit itself. Um uh so hopefully that yeah no problem. Um so the actual audit report itself um so again we did audit the financial statements. We do believe that financial statements fairly present in

014all material respects the financial position of the district for the year ended June 30, 2025. Um, again, basis for our opinions. We talked about that, so I won't reiterate here. Management's responsible for the financial statements. We're responsible for that audit opinion. You have another report that's in accordance with government auditing standards. This really relates to your internal control process. So again, we're not giving an opinion on internal controls, but if there's something that's a significant deficiency or material weakness that warrants reporting to those charts of governance, we would report that. We had no findings to report. Similarly related to compliance and other matters. So that relates to provisions of contracts, grants, laws, regulations. If we had any non-compliance that that needed to be reported to you, we would report that as well. We have no

015findings to report. Um if you recall um in the past you had um you had excess fund balance and child nutrition program. The threshold for what you're allowed to carry has changed. So that was removed as a binding for the June 30, 2025 year. Uh the last report that we will issue, so this one hasn't been issued, and we talked about this in depth with the audit committee, so I won't spend too much time on it. Really see your federal awards. OMB has still not finalized that criteria that we're required to follow for that audit of the federal awards. So we can't finalize that report yet. Um we have gone through based on the draft and performed as many procedures as we feel we can at this point. Once that's finalized, we'll be able to

016finish up that work. um and then provide that report. So at this point in time, I believe that you've complied in all material respects with [clears throat] what we anticipate those final compliance requirements to be, but that is subject to change. Um so that final financial statement package um if you were to look last year to this year does not include any single audit related information. That will be issued as a separate package um once we're able to do that. >> Just interrupt you one more time. Can you tell them what OM is? That's the office of management and budget. So that right now with the government shutdown, I don't anticipate that we'll have that guidance. Um I don't have any we have no timeline. Um our professional standards groups have been in touch and

017we're just told nobody really knows. So >> we all speak in acronyms that everybody's know. >> So um so yeah, that's really coming straight from from Office of Management and Budget at the federal government. Um so once we have that, we'll get that finished up for you. Um We'll get everything submitted related to those uh federal dollars. Um what we did look at um so far is related to the special education cluster uh which which makes up about 2.4 million of your federal dollars. Um that we're about 11.5 million in total. Um otherwise I think I really covered um I I threw in here some some snapshots of some key information for you. reserve balances budget to actual, you know, long-term asset type and liability type items that you maybe don't see on a regular

018basis because you're looking at revenue status or appropriation status reports. Um, but really justformational. Um, and then we talked about the extra classroom uh activity funds. So, with that, I'm happy to answer questions if there are any or elaborate on anything um that you'd like me to to do that. And otherwise, you know, thanks um the management team for for their assistance really you know smooth process working uh with them so we very much appreciate that >> any question >> what is the deadline you you told us and and but what is the deadline for us to have that in with the >> a single audit piece um so the the deadline would be March 31st so you have a considerable amount of time if I believe if that compliance supplement doesn't isn't issued by

0191231. They'll have to come up with some sort of a waiver or extension for that. Um and for you that would be twofold because there's the federal government component but the state education department also expects it. So um there will be some play there. If anything develops and that will certainly reach out to to your management team and and u make sure that they're aware. Uh but you we do still have some time. It's just more of a a headache to have to, you know, do that separately at a later point. >> And all districts have that >> same problem. So, >> correct. If if there is a dis if you come across a district that has that report issued, um they shouldn't. We are we're expressly procluded from issuing that report without that guidance

020being finalized. So, >> any other questions? I just want to say that um the comprehensive report that you that you gave in audit and finance was extremely digestible for someone that doesn't have any sort of financial background. I appreciate that. >> Thank you. I appreciate that. >> Okay. No other questions or comments? >> Thank you. >> All right. Thank you very much. Thank you. Next, we have uh our district-wide safety plan with Mr. Parker and Mr. Corber, I think. So, just to give you a background, I'll probably give this to you that you know, there were a couple pieces of the districtwide safety plan that were added after we approved our last districtwide safety plan. So, we have to put these two new pieces up for for, you know, the 30-day comment period. So, they're

021going to present to you on those those few things that needs to be added. >> Good evening, everybody. So, like Dr. P just said, um, our districtwide plan was previously approved throughout the whole process. I think August 20th is when we have final approval of the plan. But anytime we make any kind of change to our district plan, we have to restart the whole process. That means a presentation of the changes like we're doing tonight, a 30-day public comment period, a hearing, and then another approval plan. This is just the way it goes. What happened with this year's is we were already in our approval process when the state team done with some changes to the language and additions to the requirements of the plan. So July 25th I think they uh came out with

022new legislation something called DESA's law which was a requirement uh for us to include a cardiac emergency response plan in all of our building level plans and also to have language to cover it in our districtwide plan. Um so because of that the guidance from the state was to complete our approval process as is because we were in the middle of it. Um and we would be compliant with their deadline for that submission and then they would reopen up the plan for us to uh begin the process again and then resubmit languages in there that would cover the the requirements. Um so that's where we are today. This is just the language in our district-wide plan and all it says is that we have a cardiac emergency response plan in every one of our building

023level plans which are confidential. Um those we can't show up on here. We just have the language for our districtwide plan in here and um I'll explain what the what the changes in law are. Desa's law is named after a little girl named Desha Sanders. Um, she went to school in Western New York and in 2009, a 12-year-old girl, middle school student, was playing basketball in the gym, had a cardiac emergency dropped to the floor. They did have a AED in the building. They weren't quite sure where it was in the building. When they did find it, it was locked and they didn't have keys to get it open. With any kind of an event like that, I'm not a medical professional, but every minute counts. Um, and they rush the girl to the hospital.

024So this is 2009. We are 16 years later and and the law with the support of the American Heart Association has passed. Um that is what ne necessitated this change for us here. Um the changes in our building level plans. I can tell you that the what the changes were without giving specifics to each building. They require us to um identify where in our buildings our AEDs are located. make sure the staff knows where they are. Uh list the staff that um is certified in AED and CPR within our buildings and then give um the closest AED to the part of the building you are in. So the the the spots in our buildings like the gyms, the cafeterias, uh the auditoriums, if you're in that and we do have a student or staff member

025have a cardiac emergency, we need to know which one is the closest where it is and how to get to it. count. So that's what's laid out in our building level plans for each building. Um we do have quite a bit of uh staff that is training CPR and AEDs number 182 182 in the district multiple in in every building. It's listed in our in our plan. We've also consulted with our uh nursing staff and medical staff in all of our buildings and with the districtwide safety committee to see if we have enough ads in in our schools. Some have more than others. So, we're really uh leaning on them for their opinion to see if we need to look at adding some in our buildings. Again, if we do add some, we will uh

026list it in our plans where it is and then adjust what the closest is to where we are in the building. So, the goal here is to um get AEDs to people in need as fast as we can and to make sure our staff knows where all these um these equipment is so we can be effective and possibly save somebody's life. Um this goes for um sporting events and regular school events, staff and students. It used to be targeted towards uh sporting events mainly, but this can happen to anybody. It can happen to a staff member. Um, so they've extended it beyond just sports and and athletes and stuff like that. We've been in contact with uh Vector Solutions who handles most of our online training and modules that we're responsible for um reviewing every

027year to see if they have a module that will satisfy uh the training requirement because there is a training requirement starting January 20th that all staff have to get training in cardiac emergency response. That doesn't mean that all staff needs to be certified in AD and CPR. Um, it means a training in warning signs, what to look out for to recognize somebody who's in cardiac distress and maybe um may something that may lead to a cardiac emergency so we can better respond and safeguard our staff and students. That is the rundown on it. It's a minor change to the language, but it is in all of our building level plans. Those do not need to be um approved. Again, they are looking at documents that change throughout the year. This is the document that needs

028to be approved and answer any questions anybody might have. >> Chris, just to clarify, our AEDs go out in the fields with our students when we go out when we go outside to correct. >> Yes. And to every sporting event, I consulted with the athletic director. Um we do have uh AED and CPR certified staff at every sporting event. All the coaches are a ED and CPR certified. And if there isn't an AD on site at the venue they're going to, they bring one with them. So there's always one there and there's always somebody certified to to help if there is. >> Thank you for adding that. >> Thank you very much. Short >> questions and comments question. I'm not too sure about like the high school, but are they locking key and if so

029our faculty do have those lock >> very good question so for anybody who was in the uh meeting the executive session earlier I tested the box outside that is what you heard um they they are not locked um they do have an alarm that goes off if you do open it um but to is a very good question because in the incident that that set this all off they were locked you couldn't access it ours are in a box clearly marked on the wall, but you can just open them and get every floor at the elevator. So, the east and west building, there's one. >> And just one other thing, a couple of years ago, we went through the the Narcan training for our nurses. Is there Narcan in those as well? >> Yes. >>

030Kit, a first kit, mask. >> Thank you. Most of the elementaryaries just have one AE. Is that correct? >> That is correct. And that's uh something we brought up at the last uh districtwide safety committee meeting to kind of lean on other medical staff to see if we need to look at avenues to get more of those. um and and where we could get them. I don't know if that's something we can get through. We used to get that kind of equipment through in the past, I believe. >> So, it may be a way for us to to get that better situated, especially with multiple >> I mean, that that's a long ways to have to go get it. Sophia, >> I just I I'm not super familiar with an AED, like using it obviously,

031but I was wondering um what kind of upkeep do they need? I know for they last a long time, but is there a certain point where they need to be replaced and um some measures that need to be taken like that? >> I'm not sure the shelf life, but we do test them service as well as the battery. So these uh folks come in check it every month just to make sure >> that's great. >> If I remember correctly the battery is low it beeps. >> The expiration expiration date the day after that expiration date9 it'll start beeping. I will say if if it does beep like that as a pad issue the pads on the pad that starts to degrade and that's why we have to replace them but the pad will still work

032still >> and when they are taken out of service because they're fast we we replace them and then utilize the old ones that are expired for training. There was one time period that all staff was encouraged to become and and it was offered after school. Do we still do that? >> We offer we only offer to certain groups of people. We don't do all all faculty and staff just because we first of all we don't have the access to enough trainers and um and enough days in the year to get people. We do have like I said 185 people who are trained um that get trained every year >> and that training is voluntary. >> It's all voluntary. >> But there there's no guarantee on a field trip that somebody trained is on that trip

033and it could be critical. >> No, there's no guarantee. I I will just say just from my my training, you open the box and it tells you it speaks to you. It tells you exactly what to do. I mean, it speaks to you. It's not like you're not go reading through the manual. It tells you do this, do this, do this, do this. So I think in in the POS with the number of people we have trained, the chances are we do have someone who's trained on a field trip. But if we don't, it is not a difficult machine to operate. Well, they won't have the machine on the field trip. They've got to be able to do the CPR because we don't have enough machines to go out on all those field trips and

034go out. >> So anywhere we're going, >> we really need staff that know >> CPR when they're going with kids. [clears throat] >> Yes. Sorry. I just wanted to confirm like there's like upkeep of the right >> hand through our medical show, >> but there's regular maintenance of all that. So they're all checked periodically throughout the year. >> Any other questions? I think you're done now. Thank you. Thank you. >> Thank you very much. >> Thank you. >> Okay. I just have a few things. I I know we're having facilities meeting or facilities report, so I won't report on facilities like I usually do. Uh we did have our student our superintendent's conference day yesterday. Thank you to my cabinet members, all of who did a great time, great uh job organizing and executing that.

035Um, again, with the number of initiatives we have going on and the number of employees we have, it's it's no easy task to get everything done, get everything scheduled, get everything where it's supposed to be. So, I thank them for all of their hard work and we had a really productive day with a lot of good work going on in our buildings. Um, I did have a I know M. Karns had asked about CALP. We are going to do a report out to the teaching and learning committee. So on the count to give you all all those details of me going through the whole thing right here, but we'll do that and then obviously and you're on that committee, but that's it'll be reported out there. Uh also has a question about some of our

036RFPs that you that you um approved last week. I do I will give you just a quick update on that and and what it was because I think for some people who haven't you know been through that well I shouldn't say that we've never been through before because it's a new requirement from the school improvement grant from the state. So a school improvement grant is a grant that we get every year based on our the the uh classification of our schools. So the identification of our schools. So we're so we in the past we were generally able to do pretty much whatever we needed to do and report it to the state. Well they kind of changed there's a little more accountability there. They changed some of the processes and procedures especially when it relates

037to outside organizations. So we had to go through an RFP process put out the needs that we had for for the work that we wanted to get done. um the the two that you um approved last week again went to longtime community partners um with um well I shouldn't say that because you know imi which is which is um who's been here you've seen him several times um he was he was one of them as well as wild earth which we've been working with for probably how long have we been working with wild earth >> about 13 years so so those are the two that ended up ing those RMPPS. Um both both do evaluations of their program every every year. Uh Khalifa has done a phenomenal evaluation every year. So we have really great

038details of where we are. Um and it serves the students in so the way the new SIG grant works. We used to we can only spend money in the schools that were identified. We can spread some of that out now, but we are using these these different um these different um vendors. home for our partners. Um, in seven of our schools, including our middle schools. >> So, >> thank you. >> What is an RFP? >> An Thank you. That's my question. I'm supposed to ask those things. It's a request for proposals. Okay. >> So, we put out something and say we want someone to provide after school programming for, you know, to provide wilderness education, after school programming. So we'll put that out there publicly and four or five companies or organizations will will put

039together a proposal and say this is how we can do it. This is how much it will cost and that kind of thing. And then so the the the five people over there spent a lot of time going through these RVs. Um even when I told them to stop and hurry up and know you can't order pizza while you do it even though they did. Um we did so they went through and they they they spent a lot of time making sure that the that the programs that we picked were the ones that fit the needs that we had and and and also were you know within the budget that we created from the state funding which is outside of our regular budget. It's a it's a grant funded through the state. >> Thank you

040for asking that question. That's a good question. >> Thank you. >> Um and just lastly I know um Mr. Ryder had asked a couple weeks ago about suspensions around cell phones. So, we did do we did a dive on that. I spoke to Dr. um Schmrook about it and I know Dr. Williams looked into how we're coding things. So, I will say I did say I'm going to correct myself. I said that I have not suspended anyone which I haven't. There's been no superintendent suspensions around phones, but we have had in school suspensions around phones that did occur. So we think there's probably a handful maybe six I think is what we identified through the through the coding in our discipline area. Am I correct? It's in it. >> Yeah. >> Yes, you are correct.

041>> Okay. Thank you Dr. >> Some even one day period detention. Okay. Not everything. >> Good. Thank you. So um but Dr. Williams did go around speak to all the assistant principles and the principles giving them the the correct reading of what our code of conduct says around flows to make sure that we don't have that issue happen in in the future. So we did address that. So I >> at the high school and middle school. >> Yes. >> Okay. >> We didn't do the elementary because we didn't have any instance of that. We don't have copies, but you can still get >> um that suspensions. Uh lastly, I know um Mr. Spatford asked about the scenic Hudson. So, I did speak with Dr. Felo and spoke with um Miss Ki who's the principal over

042here. We think that's a that's a program that that is to go. She Miss Ki felt very comfortable with it. So, we're going to reach out and start getting that together and see what we need to do. So, if you remember, the proposal was to put cameras, wild kind of wildlife cameras in our in our nature classroom over here on the on the hill. Um, our concern was privacy, but after reading their proposal again, after going through it with Jan or Miss Ki, we we think it's a it's going to be low. There's no real issue there. Um, there is some opportunity for us to work together with them in our program. So, we think it's a good, you know, good partnership and we're going to reach out and get that moving. Lastly, just quick

043dates to remember for everyone. Tomorrow is our emergency go home drill. So, emergency go home drill means basically every school leaves 15 minutes early. Um, so to prove that we can get out of school and on the bus 15 minutes earlier, which I think we're probably faster when we're early than radio dismissal. Um, but yes, so we're going to we'll do that. know that that does interrupt a lot of after school activities especially at the elementary level. Um clearly we have we have athletics and things like that going on but as soon as the the principles okay the building to re-enter faculty staff um can come back in and we can go forward with other programming that's going on in the buildings. And lastly uh policy committee November 7th at 9:30 that's this Friday 9:30

044we're here. Our legislative committee is November 14th at 9:00 a.m. Is that correct? >> That is correct. >> Okay. and facilities committee will be on November 18th at 3:30. Audient finance will be November 25th at 9:00 a.m. here. And just a last reminder before I stop talking, um, Veterans Day is November 11th and there's no school. >> Any questions? >> Um, you said you didn't want to get ahead of the facility. Stephen is not here. >> Oh, that's a really good point. I am prepared to >> I'm hoping that >> I will add in Thank you. It's a good point. I keep forgetting that you're not >> Mr. Ryder. >> So, I read um an article in the Daily Freeman this morning or last night about a collision between two high school buses. My daughter

045was happened to be on one of the buses. I don't know if you had any further details. I know I mean, there was, as far as I'm aware, no injuries. It just seemed like a that it maybe wasn't a collision, but >> Do you have any more? >> No. Um, actually, M. Carpet, do you want do you have anything to add to that? >> Just a little. >> It was so my I I have more details, but it just seemed very like stark from what actually happened. you know, two bus, one bus was parked, had a couple students on it, >> three students, one of which was my daughter. Another bus was kind of going around it and clipped it on the side. >> Nurse came and checked out all the students. I believe there

046was just there was a lot of comments on Facebook and various things. So, >> yeah, I mean it was a minor. Yeah. And and you all know I mean usually when something happens with the buses you it gets you an email that that but that that was so >> small minor there's no it was done pretty quickly >> question which >> I don't know Yeah, you can tell. >> I'm just curious about something about the uh phone suspension things. >> So, since that's no longer something that's going to be happening. I was curious what punishments or actions are being taken to uh discipline students that are using phones in school. >> Yeah, I mean I and Dr. Dr. Williams, do you want to answer things? I know you spoke with all of the the administration

047involved. >> Thank you for asking that question. So, the administrative are really doing a lot of work. >> Absolutely. Um, one component of the package that we purchase and a benefit of that is that they do provide a hub of resources. They give guidance to families as well as students around the importance of cell phones, not so administrators have access to that information and we've been talking about ways to be more restorative because the goal is really understand why >> and the importance not to be They put a lot of work together. >> Sure. >> Okay. >> All right. >> Thank you so much. >> Quick question. >> So, just to clarify for those you can still receive some kind of suspension or something if there is a disruptive act. It's just that we don't

048allow an in school or out of school suspension for having a phone without the document. >> Right. >> Correct. >> It's the misuse of the phone that could equal >> correct. >> Okay. >> That's true. >> Although there were a handful that were coded as electronic devices when you really d like very few or less were actually for that reason but most were coupled with other things. Um and that was a part of it. >> That brings us to the uh student report to share tonight. >> Yes. So just an update from the last board of education meeting out to Mr. and Miller and we're connecting I reached out to about >> exchange so we're going to be questions and survey questions that we can send to that or bot exchange that can send these

049surveys out and you you guys have any topics that you want us to cover, we'd be glad to hear. >> And I actually have one thing that I heard a couple people comment on and I just wanted to get some clarity for them. Um, a lot in the high school. There used to be programs to take online courses like taking health online instead of doing those courses in school during the school day. I participated in that and it was a very good program. Honestly, it helped me take more classes. But people are curious why it's no longer an option. People are trying to get ahead in school a lot of ways and make that easier for themselves. Um but they're no longer uh existing or offered or allowed and people are curious as to why.

050>> Dr. That sounds like you. So we do the credit recovery finding that we need a deeper level of instruction. Okay. Any other comments from students? >> I think that's about it. Did that answer your question in terms of >> so is it something that is a possibility for the future if there is need to be more >> where the standards just not being met? >> Okay. What does that mean for students that already completed those programs in college? >> You guys take the off. >> Oh, thanks. I don't have room for help again. All right, that brings us to the consent agenda. I don't know if anyone's picked up on the fact that we did a little flip in the uh agenda planning and put the consent agenda earlier in the meeting. Um especially

051for those ind individual that are attending waiting to hear the results of the consent agenda. So if are there any items that trustes would like to have pulled from the consent agenda? >> Hearing none, >> I'll make a motion to approve the consent agenda. >> We have a motion and second >> discussion on the consent agenda. Hearing none. All in favor of approving the consent agenda. >> Any opposed? >> So, our consent agenda is approved. We do have a couple of donations. The board of education of this Kingston City School District hereby accepts grateful appreciation the following generous donations to Mahar. Alexa and Marowitz, a washer and dryer from Adam Farms, a gift card valued at $60 and from 95 pumpkin pies. >> Find out what's going on with the pumpkin pie. >> Yeah, I'd

052love to know. >> Dr. I asked you where are these 95 pumpkin pies going? >> How could we possibly need pies? to Chambers Elementary School from the Chamber of School PTA. A donation of books. Thank you. >> Thank you. That brings us to our board of education reports beginning with teaching and learning. >> Okay, so the teaching and learning committee met on October 27th. Um we really had two major agenda items. The first was short but just revisiting and um talking a little about the support for academic transition at Mon um at GW with the transition away from Monasuri. Um so Dr. Felichello filled us in a little bit on what GW looks like now in terms of its structure and its master schedule. So, a brief overview includes um really the bottom line is

053that it's operating very similarly to the rest of our elementary schools, but more specifically, there are three sections of K through two. Class sizes are um around 17 on average. There's two preK classes uh with four year olds in them with 20 students each. Um the new schedules are comparable to the other elementary schools, so they have the same components. Um staff were prepared in June for the new curriculum by receiving professional development in CLA and I Ready since not all of that was um introduced at the same rate and same time as our other schools last year. Um they've been um really also thinking about the culture of GW a bit and putting some energy toward restorative meetings for staff and students. So Olster Boseies will also be involved as a restorative consultant and

054Dr. Sletddy has been spending some time in the building as well um for staff support and restorative efforts. So some real effort on um bringing the community together which is great. Um in terms of monastery materials that question was asked and they're being collected and housed. Um Dr. Sean and Dr. trial are going to be deciding which materials will continue to be used and which ones support the new curricula. Um they'll continue to offer professional development that's tailored to support GW's uh teachers specifically um given their transition from us right to I Ready and CLA and um uh and then there is and to that end there's coaching support for I Ready and CLA ongoing inside the school. So, a lack of support to help those staff and um teachers move forward. The majority of

055our meeting was actually um devoted to thinking about our multil- language learners and the dual language program. So, these overlap and our conversation went back and forth between them. I reordered it a little bit in the minutes to make it a little more make sense. Um but most of this information was delivered by Jennifer Griven and she was um providing us first a background on the dual language program which is now in grades K through four at Edson only. Um Miss Griffin intro first began by giving us a background on the proficiency levels of ENL students. Um so they range from entering which is beginning to commanding which is proficient. Um and students are tested every spring and this is how we calculate or assign students to different um levels in the ENL and what

056services they receive match the level that they are assigned to based on these exams. Um so a student who's classified as commanding still gets limited support for two transitional years but no longer takes the exams. So they essentially were hope is that we they test out. Um the motivation and model for dual language program um is actually driven in large part by the state which requires that we have a dual language program because of the proportion of multil- language learners that we have in each grade. Now our district when we introduced this program chose a 5050 model which means that half the time Spanish is taught and half the time English is taught. Um right now alternating weeks instead of days which is how it started. Um but this is not the only model and

057in fact there are some um for example a transitional model that supports ENL students by starting them as entering in K as something like 90% Spanish for example and then transitioning to less and less Spanish and more and more English over the years. Um, so the committee actually after being introduced to the history of this dual language program at Edson talked a lot or little anyway about whether this is the most appropriate model, how we would know if it's the most appropriate model um, and really what data would we need to inform future conversations about the best form of support for ENL students, which is really one of the the driving forces behind having a dual language program. Um, so we talked about the enrollments in each of the cohorts at Edson. So they vary.

058The class sizes are similar to our other classes between 17 and 19 students. Although the program aims for 5050 students in terms of those who come from Spanish speaking homes or a different language speaking home and English speakaking home as their um the it doesn't typically work out quite that way. So three co cohorts have more and actually even a majority of students with English as their home language while the two oldest classes so the third and fourth graders have more Spanish and bilingual students represented in that class. Um the classes or each cohort actually serves really different numbers of ENL students. So not all students from Spanish speaking homes are classified as ENL students. So those numbers are not exactly the same. So in our between through four, there's anywhere from just one ENL

059student in one of the classes to up to 10 ENL students. So, it really does vary. Um, as we might expect with any program, there's been some attrition. Um, the class sizes have stayed consistent because there's also been some new entries into those courses over that time. Um, around 12 students have left the program since it started in 2021 for a variety of reasons. Um the retention rate is is lowest for that initial cohort and has increased for the younger cohorts who haven't been in the program quite as long. Um at this point the plan is for the dual language program to move with the fourth grade cohort into Bailey. Um there is still uncertainty as to how that scheduling is going to work out. So, um, they're working with Bailey's administration to figure out

060how to actually transition those students into a dual language program that fits within the middle school structure. So, then we looked at data as it relates to both the dual language and more largely ENL students. So we began looking at I Ready data and the vast majority of ENL students as we've seen in other data in this board um across all schools are reading one to three grades below grade level and it's a similar story for their math scores and this is an area of concern for all of us. Um the fall to spring data from 24 to 25 as in last spring to this fall shows growth. So that's promising um what we want to see. Um overall what we were trying to look at was whether ENL students within the dual language program

061were performing differently than ENL students outside the dual language program. It's actually quite hard data to to get for a variety of reasons. It seems that ENL students in the dual language program made either less or comparable progress than ENL students not enrolled in that program, but it depended upon which school they were compared to. Um, we viewed data to also understand how long it takes students on average to move from one level of proficiency to the next across our different schools and across our different programs. Um, these data also very hard to get and from our the current way we collect data. So, I really appreciate that first on behalf of our administrators to do this. Um but these data reinforced an earlier perception that ENL students took longer to progress in the context

062of our Monasuri program from one level to the next level. Um but our conversation was really focused on where in the district the progression appeared more rapid and um the purpose of data now is to better understand um what's responsible for that rapid progress in certain locations and certain settings and can we apply those strategies more widely. So to do this, we'll need to look at data in a slightly different format, but the raw numbers were really good first step for us. I think um generating conversation, which is really what this meeting was about. Um at the upper grades, we didn't spend as much time talking about the upper grades, but multil- language learners remain the subgroup with [clears throat] the lowest graduation rate. And to begin to understand that, we were presented with data

063showing that the majority of ENL students who took the ELA regions were classified as transitioning and expanding. So somewhere in the middle of that proficiency scale. Um, beginning in spring 2027, New York is going to join the worldclass instructional design and assessment consortium called WIDA or WEDA. I don't know. Wita um which will mean um this is a new proficiency assessment so those exams that are given every spring um and new support resources so I think um we are like the 43rd state or something we're slow to get on this particular train um so it seems like potentially a positive move but it will mean that our longitudinal data is going to be harder to track as we look at progress um the district's working with Hudson Valley Bilingual Cooper operative to provide professional development

064to educators. And um we also have been using and continue to use what's called the elevation platform which makes ENL data and strategies available to classroom teachers so that they can help serve those students in their classrooms. Um the district is also this is new is partnering with for professional development aimed specifically towards supporting our immigrant students um with an emphasis on trauma-informed education. So that's wonderful news. Um, and just one takehome from this meeting and that's that this is the first time I feel like we've at least in my time that we've dug into data in quite this way and I know it was hard to extract um and do but doing so really I think informed how they could set up edge of climber which is our newest consolidation software for data um

065to better future data [clears throat] collection and extraction. So I think that's a really positive outcome from this meeting. The meeting concerned. Oh, 11:04 if anyone's interested. Sorry, I was just reading that was a little too much detail. Um, our next meeting is December 8th. >> Thank you. Thank you so much for your committee work. Um, I'm curious if it came up since the evaluative measures are so critical in assessing the success of the dual language program, how exactly the testing resources or anything related to the technology delivered the language to the student to test. >> You mean so for example, we talked a little about the curriculum. Their curriculum is different as one example. So they use the American Reading Company curriculum and they they're tested with I reading on the computer. Is that

066kind of what you're talking about that? >> Yeah. Yeah. In other words, when when the testing is delivered to them, is it done in either language? Do they assigned as a student? Do they get to choose? Is it in both languages when they're doing the testing so that they can review in each language and interpret? >> So I think they're tested in both languages, but I'm going to turn this over to Dr. I don't get to answer profanities. I'm just curious how that might skew results for, you know, their assignment of proficiency. Um, especially hearing the statistics about where students are in terms of their home language and what's being done in the classroom. I just wonder if there's any support or discussion around um how we might look at that to make sure that

067what we're that data based on the students performance is reflected in their language knowledge. I just want to clarify. Are you asking language proficiency exam proficiency level or are we talking about >> their reading and writing and math performance? >> Yes. Correct me if I'm wrong within the window in English, but then they can also take it in their own language outside of the testing window. So can Oh, wonderful. That's really good to know. Okay, >> thank you. That's great. >> Mr. Ryder and then Sophia, >> I just have a quick question because tonight is the first I've heard um mention that the dual language program is to being considered to follow to Bailey and I think that makes sense in like fifth and sixth grade where there's teams and not scattering to different classes,

068but is there like the objective to then go to seventh and eth or is that plan not really worked out yet? >> So I um we're required because we have greater than 20 students in every single grade level who have a native language of Spanish. So we're required to provide um bilingual education which could be a dual language program could be a traditional program as Dr. Collins described. So there's a variety. So dual language research that was the best fit for our elementary students when we move into seventh grade but it is a requirement that we've moved up. >> Uh are there aims to expand this program to the other elementary schools or this is just a um one school program? >> I mean >> right now >> [cough] >> Okay. Spanish speakers, English speakers.

069>> Yeah, but our numbers have because this just seems like such a beneficial program that could be for so many people, like not just for uh native Spanish speakers. I feel like so many people could benefit from this type of program that it would be great to try to expand it further when it's possible. Yeah, I think that one of our motivations for asking the questions about how um in particular ENL students, but all of our students are doing within that program is to understand whether we're using the right model, whether we should continue this model, change models, whether we should expand it to more schools, whether this is the most effective thing for our ENL students. Um I think those are the questions we're asking right now, but we're just starting. It's pretty new

070program, so but you're right. I mean, if it's doing well, like to see it places. >> Any other comments for Thank you very much. That brings us to finance. >> All right. So, our last meeting was October 28th. Uh we had Mr. Healey from MMB come in and give a robust presentation on the external audit findings to the committee. A lot of back and forth. Committee members ask questions throughout the presentation. committee obviously voted to approve sending the auditor to this meeting in the presentation that we were given and we also reviewed and accepted the June, July and August 2025 fund reports and the treasures and claims auditors reports. We got an update on tax collection. So the tax office is on target to collect approximately 60% of the tax space. Uh there's a pilot

071investigation taking place with the county that is leading to approximately $250,000 in funds not collected through a pilot. Um I think the pilot went away. I remember right. Um there have been some processing challenges this year which led the office to bring in an extra worker making four part-time tax collectors from the tax office. Uh and we'll get another update at our next meeting in November. Scarban told the committee that the contract for external auditors will go out to RFP at the end of this year because we're through our first um kind of term with MMB. Um we discussed community member submissions. Um we had three letters submitted and uh we're going to take them up at the November meeting. Mr. Lamb asked about the plan for financing the proposed athletics master plan. He asked

072if it's affordable to the district. Miss Carbon and Dr. Pedalino explained that there would be less state aid for this project um than other capital projects because it's not related as much to a building um the aid money would be granted would be used for PE and classes and there's no building aid for after school inter sports. So, there's more to be determined on the athletics master plan. And our next meeting is November 25th at 9:00 a.m. >> questions for Mr. Ryder. >> Thank you. And um Mr. Spicer is not here. So, I will give a report from the facilities committee with the help of Dr. Catalino if I miss anything. This is from my notes. I'm not um take a minute per se. Um the the committee met on October 28th. Um we had

073updates on phase one. Remember phase one was this past summer, Edson and Bailey. There are still some um outstanding uh projects there, but they are coming to completion at Edson. Um the admin the space is still waiting on doors and the secure vestibule is waiting on radiators I believe. Um and then there is a roof um a roof project that still needs to be completed supplemental steel at Bailey. Um they're waiting on shade installation. Um that that was questioned as to how that could have happened. Apparently was a contractor um mismeasurement and they are absorbing the cost but in the meanwhile shades have not been installed um at daily there's also some adjustments being made on the um air conditioning system uh we moved into phase two projects the bids and we did approve some

074of the bids have gone out for phase two that's next summer's work contract letters and denial letters have been fed out and um contracts are being prepped. There was a November kickoff meeting for um the summer work for 20 uh phase three. Um there's a little the pre-bid walk through was in the middle of October. Um there is less enthusiasm for phase three bids. Um, as a result, they're going to extend the response time to to November 20th, I believe. Um, there was some discussion as to why that could be. Um, and um, if the district updates, all of our buildings um, issued um cos for fire inspections. Those fire inspections were completed um and winter prep regarding boilers and air handlers. There is definitely an issue at Crosby. Two boilers. One is not functioning

075at all um and the other is hanging in there. The district has made arrangements for emergency um plan with um Trojan Energy Systems. They apparently can bring in a mobile boiler on a day's notice if need be. So um there the district is prepared to deal with that issue. The master plan athletic um presentation was tabled. Um a PDF did go out to committee members. I don't know if it went to the board. I think it just went to committee. >> Yeah. updated plan for athletics >> the hard um the building condition report was sent to principles for them to um note areas in their buildings that um need attention. most of the buildings um issues are being addressed through this capital project. So, we're we're hoping that we don't have major issues, but it's

076possible that things have surfaced since um the um capital project was put into place. The board will participate in walkthroughs. Once we gather that data and those uh when that data is reviewed and we determine where the needs are, we will recruit board members to join us on walk. We adjourned it around 4:00 and our next meeting is our next meeting November 25th or the 18th. >> 18th. >> We moved it. Did we change? We moved it because the 25th is the day before the break and we were afraid at 3:30. We weren't going to get >> um high turnout. >> So, November 18th. I don't know if you have anything you want to add in your notes. >> No, just the the roofing pieces. It's it's supplemental steel to hold up the the new

077air conditioning units. It's not there's nothing there's no leaking or anything with the roof or at least that part of it. Any questions? >> All right, that leads that brings us to the board goals. Um, when we planned the agenda, Dr. Collins and I thought that perhaps um it would be good to put the board goals on our meeting for discussion and approval tonight. If you recall the goal, we all agreed upon the goal. The pieces that we haven't completed are the action steps. So, um, and thanks to Mrs. Kern, she has kind of done a slight revision of the action steps. She sent it out this afternoon, so I don't know how many people have seen it. I think maybe it would be good to take review it or compare it to the action

078steps that are that are in place that we've been struggling with. So, um I'm going to make a motion that we accept the um board goals, not the entire action plan. >> Second. >> Now discussion. Mr. Right. >> So, we would approve the board goals. One of the big pushes for this is that we want to get these goals to Dr. administration. Is it helpful to have the goals without the action steps? >> Well, most of the action steps are going to be taken by all of you. I mean, with our support. So I think there's and there are action steps in your draft that probably will I think it was the conversation we had before was more around you know will and shall and a lot of a lot of kind of semantics around

079the words I think the the actual actions are pretty are pretty well spelled out there and I think we we as administrators don't have a problem with knowing what you you know having access to that. >> Dr. Um, I also just want to say that the version that was in the packet until about 3:30 is different than the version that is hard copy now and is in the packet now. Um, somehow the wrong it was a different version that went up in the board packet then was the one that we worked on two weeks ago um before the board meeting. So that um but the hard copy of now and the one that's in the packet currently um has the all of the action steps that we had worked with and short of word smithing

080we're pretty happy with. Um so I haven't had a chance to see what changes were made to that but I did want to just note that if you were looking at a version that was from this morning or yesterday in the in the four docs that would have been a slightly different version than the one that's sitting in front of you now and is in the board packet now. um which is exactly what we talked about at the last board meeting. Um and it does so I don't know how much you changed it from the version that's here. >> I can't pick up the integrity of the things that we have discussed. The only thing that I I proposed in my I did not send out to everyone. I just sent it out to Marie

081Karen and Kathy with the idea that it might be able to be shared during the executive session to have a pre meeting about it. So I will be forwarding it to all of you for consideration, but my proposal was to pair back the language quite a bit. We were really getting in my opinion in the weeds about our actions and how they would be specifically done. Um which I think was just organic in our conversation because we're all wanting and striving for delivery on these board goals in a more wholesome way. So, um, I still think that there needs to be ongoing and continuous conversation about how we do implement and take actions, but to me, these six goals that we have continue to work off of has been consistent the whole time. So, I

082do think there's value in solidifying those as being the overarching goals and then getting into those action items, which hopefully you'll be able you'll be in agreement with, but can develop slightly from the proposed language I put together. I mean, I was coming here prepared to just move forward and vote on the entire package with the action steps. I mean, I see you've done the the work, but it came today. I mean, I think I was not at the meeting two weeks ago, but I think the goal coming out of that meeting was to have something that we can pass tonight. It's November 5th. Um, have a midyear review that we can tweak action items. To me, I'm I still support moving forward with the hard copy that we have and that we've all seen

083and tweaking them as we go. That's where I would be voting. I'm not really supportive of just passing six goals that are the same six overreaching goals that we had last year essentially. Um it doesn't really do anything. And then we're still ing on this long conversation that should have been done by August or September. So that's that's where I'm at. I I you know there's been a motion made. So I mean I discussion on that motion. I would not be supporting probably that motion as it's been made but would support passing the whole set. >> Mr. L and Mr. >> I agree with Mr. Ryder. I'm I'm going to vote that we move forward because this should have been done when we started school in September and and if we wait much longer I

084we can always make adjustments to our action plan but if we wait much longer there's going to be no time to take action. I mean, we're running we're on the third month of school and we have no action plan on goals that should have been in place in August or September. So, I will be voting that we move on this >> policy 310 dictates that we set our goals for the purpose of our self evaluation at the end of the year. So, I think it's important to have the goals laid out that we're going to use to evaluate ourselves at the end of the year. But and I I see especially as the evaluation went last year, I feel it might be a good idea to keep it very um very broad and not formally

085adopt all of these very specific action plans. Um I feel that that's something that after we do the self evaluation and we look at each goal and and see how well we did with um the what's laid out in the in the plan. Um, that might be the best way to bring our our score up by making improvements to how well it goes. But I think it's important to adopt goals that we're not going to deviate from. Dr. >> Um I'll just mention that um maybe the historical context is useful or maybe or maybe not. But there's I think the action items have often come about because we were looking for measurable sort of smart goals, right? So things we could check off. So, our big broad goals, I think, haven't changed from last year

086because I think we always want to promote equity in our district and we want to be fiscally responsible and those things are what we do as a board. Um, I think some of the um the I think the action items are the ways in which we hold ourselves accountable for that. And so, I I do think that there there is an importance in that. I don't know if there's a qualitative difference because I haven't read through added to what we have from last meeting. Um, but I would prefer to to actually not just vote on the five goals, but actually vote on goals with some action items so that when in January or February when we come together for our mid semester, mid sorry, midyear um retreat and we ask ourselves how we're doing, we

087have a way that we can actually measure that. um even if we're not 100% satisfied with the way in which they're worded, we at least could um assess ourselves using something other than completely qualitative. Um I concur with Dr. Collins and Mr. Ryder and Mr. Lamb. I would prefer to adopt everything. I would highly recommend we set our mid winter retreat date tonight if we can because we don't have this. Do we have that date? >> Which what? >> Thursday, January 23rd. >> Okay. And we can revise and refine our goals at or action steps at that time. So I move forward that we do both goals and action steps >> and if they need action steps need to be refined they can be refined. >> Can I just just so I can get an

088understanding of the work that you did and not just can you give us one like goal three like what was included under I don't want you to read all six but like goal three promote VOE development is a very broad like and I think we have good action items. What was what you submitted today? Like what? >> Yeah, I I I'm not comfortable having that dialogue because I submitted it as someone who just did the homework to move forward this document. You know, I felt like there hadn't been answers and it is an incomplete document. We stopped midway through. And so I'm not really, you know, I I I don't even have it in front of me. It was my proposal because there was so much chatter about this not being done, not being done.

089I took the initiative to go through all of it myself and I sent it with the hopes that maybe we could talk about it in executive session. It was when I was able to do it. So I understand that was last minute but to me this is just an incomplete document. So voting on it just seems irrelevant. Which is why the main six goals that have been defined seem to be the clearest way to at least take one step showing our commitment to adhering to those and then everyone committing to doing the homework to either work off of the document that I started so we can finish those action items um or edit them. But mine didn't even include the people involved. It was simply the action items and the evalative measures because we just

090kept hitting a wall and getting that part done. So that's not >> okay. >> So just for the sake of the public, I I'm just going to read the goals um goal one is to support district educational plans and outcomes. Goal two is to promote equity, diversity, inclusion, and belonging. Goal three is to promote boards of edge development. Goal four is to promote fiscal responsibility. Goal five is to enhance communication and community relations. And goal six is to support sustainability. >> So is there a piece that isn't I mean so this said that this was not completed the last meeting. So are there pieces of I mean I do notice that like goal five doesn't look to have an evaluated measure but my understanding is that this is a full document. Um was it was

091the work that was done at the last meeting not completed? >> Correct. >> So what still needs to be worked on >> of the the action plan >> is what is not complete. We agreed on the goals. >> These are the goals, >> but we did not complete action steps >> or the evaluative measures. We didn't complete that either. >> I mean, there's significant on here. There's significant evaluated measures and actions and deadlines. >> Some of it was carried over is my understanding. So, I've I've just been sort of getting clarity on this being carried over from the last set of goals and then objective was to tweak that information to as Dr. Collins said to um uh hold ourselves accountable for the data and the metrics related to our action items so that it

092didn't necessarily fall flat. So it was an exercise and a lot of I would say we got through half of it is really where we stopped. So I I understand that visually it looks like it's full but it's redundant from past writing is my understanding. >> You are that is >> correct. >> Uh at the last goal setting meeting we got this one and this one has seven goals on it. Yeah. >> So, I would tweak my recommendation. I get that we're still in the middle of you made a motion to take second discussion, but like I think we need to get this done. So I I would suggest if possible and for those that can stay like that we maybe shift to a little bit and let the rest of the agenda happen but

093at the end of the agenda before adjournment we have some board goals session and that we continue it like we did last year with the tape running and it being a public session which it's required. you know, we we actually can't discuss these in executive session, but um we continue on but allow people who don't need to be here to go home and and we get this work done. That's what I would propose. But >> all right. So, could we vote on the motion to to approve the goals >> as the evaluated measure by which we're going to overarching goals. The overarching goals that's part of the agenda headers for each of these categories. >> Okay. Dr. >> So voting on these goals does not preclude us from following through on on working on them

094this evening if we decide to stay and work on them or set another time. Right? We can vote on these goals and then >> still have old new and old business continue to >> to work on them. Mr. Lamb, >> if we are not going to stay tonight and complete these, I will vote no on the goals because you cannot have goals without the action steps because we may find we want to change goals or adjust goals in the fact that how we are going to do action steps. I I will vote no on the goals. Unless we have agreement that we're all that the board is staying to work for them. >> I'm happy to submit what I worked on, but I won't be able to say >> how many people can >> I

095can stay. I feel the same. Sophia and Betty, you don't >> have some really faces over at the corner. So, I make sure I have >> Yeah, you have my notes and I feel very confident. >> Absolutely. Yeah. >> Okay. >> Thank you for taking the time to word smith and and compress the very wordy efforts we made and do some additional work. All right. So, all in favor of accepting the board of education goals. >> I Any opposed? So, our goals have been passed. Um we will work after the meeting to um see if we can clean up the Thank you all. That brings us to old business. >> Um, at the October our last October 22nd meeting, um, we gave a report of the legislative action committee, um, we made recommendations from that

096which, um, I guess not everyone had the opportunity to read the minutes. Um, our recommendations were to support three initiatives. One was to protect and strengthen foundation aid. Um our second was to invest in student mental health and well-being. And the third was to focus on preserving local control and reducing um the mandate burden. Um we would like direction from the board so that we can put together start to move forward on action plans at our meeting on November 14th. And if you need details, Miss Curry's here. >> I I do have a question. What's the third like what do you mean local control and opposing the mandate? That was just very broad. >> Reducing required mandates >> just overall reducing required mandates. >> Absolutely. Yeah. to join. Honestly, what we've talked about in our

097action steps, but we don't want to move forward without the board being um in accord form partnerships to support others, if you will, um other groups that are working on like kind situations. So, that was our intent, >> especially as it relates to fiscal responsibility and accountability. Please pass for able to really hone in on those to push for our not have that beosed unless there is a financial piece. And the other is engaging more community members so that we can rally together and um have our voice be heard with local representatives um who have not really heard from us um since the initiation of this particular committee. >> So I I think if I'm being asked to say like my we're voting to support these three action items, I do have concerns about that

098action item three. Not that I think all unfunded mandates are great, but like when we are part of an unfunded mandate, so are other districts. So like the mandate for electric buses, which is something I very much support, I I think it's hard to pick and choose and say we want only local control because I I do actually agree in that type of mandate where school districts should be moving towards electric buses. So to me it's a little bit um I don't know if I fully support that third legislative action. >> Well and we can certainly reward that to align more with with your interests and generally with the board interest but we will be representing the board voice. We are not the committee's job is not to go and misrepresent or singularly represent our

099agenda about local control. It is about banding together with other districts for things that are generalized as being um a vulnerability for us in order to activate that action. So by stepping away and not preparing a response and not engaging in that work is what we're we as a committee have been called to do. So um there I just want to distinguish that we wouldn't go rogue with some sort of um mandate you know offense that didn't represent the collective voice. It would all come back to the point. Other questions? >> I guess I'm just not sure of what the committee is asking for. >> Well, these are the three priorities we've identified and we do, as Stephanie said, represent the voice of the poor. if we're going to start, you know, we feel we're

100we've got a little late start on our committee to begin with. So, if we're going to start to do this, um we feel we would like to um hopefully I I don't know, we asked Miss Kern to solicit whether any community members wanted to join us, but clearly these are the things that we've identified as being critical to support the district, particularly with protecting and strengthening our foundation aid and our foundation aid formula and what we can do in that regard. As we know, funding is going to be a huge issue for our district as many other districts. >> I think because this committee is in its infancy, we we were reluctant to move forward with these bold strokes of action. But if we simply operate as any other committee and you just and trust

101that we're going to come back like the other committees and report on what our plan is for you to endorse those discrete action items, that's fine with me. Personally, I'm not speaking on behalf of the whole committee because we did have that action item. formality. This is the second time you brought this up and there seems to be some like I don't know this response which I maybe don't [laughter] >> I was going to suggest that maybe we just take each item and and give a yes we would like you to continue in that. So protect and strengthen foundation aid ensuring predictable equitable funding for all students. What we hope to do is advocate uh to maintain full funding and establish a multi-year plan. And that's where we would try to move forward and with

102greater transparency with the formula. As we know, there's probably two people in the state of New York that really know what's behind the foundation a formula. >> There's two. >> I'm being generous. Maybe So are we comfortable with that? >> Yes or I am. >> Yes. >> Okay. >> Um but are we like at the last meeting I thought we were choosing one priority. >> No, but we had identified five and we were literally it down to three. >> Yeah. >> Oh, okay. >> We had initially identified five. I didn't reo all of the meeting notes again which I did last time. Okay. >> So, we don't have to pick one of these. We can say these are all incredibly important. >> We're in favor of the foundation. >> Okay. And our second one was

103really to invest in student mental health and well-being and actually to urge um the legislature to make school-based mental health funding permanent and to um um expand reimbursement for our mental health professionals and advocate for cross agency collaboration. Yes, I think we're in support of that. >> Okay. And the third one, which is um empower our board of education to make decisions that reflect their community. So advocate for reduced unfuded bandates and streamline state reporting requirements. I will tell you the state reporting requirements are horrific and they are costly and yes we have systems that we're trying to constantly update and um make it so that it's more streamlined but it really is multiple reporting. So that's very honestly more of what I was looking for um just having been the person who had to

104do all the reporting. >> Yes. >> So I think Yes. Are we good with all of that? >> So, >> and we'll bring back anything that we do as a final. This will just at least allow us to start to move forward. >> So, I absolutely support the um you know, having more control over where we go with with those mandates. Um but I I did want to just point out that um I went to the uh county school board association, whatever it's called, um and the They one of the things they reported out was that um the mandatory instructional time or mandatory recess was something that they have decided that like the the teacher supports and the is going to support. I guess that's one of those things that falls within the realm of

105unfunded mandates and they were want to stress that that's that we are surprisingly going to support this >> and I think just we're not talking about every like market but there are certain I mean there's 152 unfunded mandates so I mean there are certain ones that don't make a whole heck of a lot of sense >> um you know people may think that the election process that does make sense the resource the recess thing that does make sense we already do it so we're good but the But there's some that are just bizarre, you know, and I always, you know, I I use I won't I won't give you my my examples, but um I have several examples that many people have heard me talk about in the past that really just don't make sense,

106especially don't make sense for schools. I think those are the things that we overlook the costs um and underestimate the costs and we don't stand up, you know, against those things. and the red reducing in in you know the the reporting requirements. You know, I can tell you right now if if I had to clock the hours that the five people across from me spent dealing with the reports and continue to deal with reports and deal reports today, right? Um you'd be shocked, >> Mr. Riner. >> Yeah, I I have no problem with the streamline and it sounds like majority would vote to just accept one. So it doesn't really matter just I I would definitely support the streamlining of reporting requirements and generally I support local boards like ours having I I just there

107is a certain group of people who like to just yell about unfunded mandates a lot who I don't necessarily always align with and so language matters. Yes, >> sure. >> So, there's two groups of people that I don't always align with >> that talk about unknown, but yeah, there it's just I language matters and when we say we oppose unfunded mandates again, like I'm going to go back to electric buses. I'm going to go back to other things that I am supportive of that maybe other districts would feel like they need more local control to not be able to do. And so I trust that you all will do what that says, which is our local community and what our local community support. >> Absolutely. And thank you for voicing that because I see it

108very much aligned with how we represent as one voice as a board. And when someone misrepresents what we all, you know, feel and believe about something, not only does it, you know, um become friction between us, but also derails our priorities. And that is not the intention. And I think we do have to start slow. I think we have to build up our credibility and the understanding of what we're navigating and prioritizing as a committee. And when we do bring in community members, which we are really really keen on doing, we want to make this a very full group. Um we we will be making it very clear that ultimately the decisions for what we pursue do lie with the board. >> Okay. Thank you. >> Thank you. Thank you. >> Any other old business?

109New business. >> I have a new business item. Um, it was brought to my attention that one of our bus stops as extremely poorly lit and does not it is it is basically like in the road. Um so there was a lot of discussion about um what could be done about this. Um and a lot of a lot of people were encouraging that they advocate for uh like a street light. Um but it it seems like that would be something that the town of Olter might not want to do. Um, however, there's been significant updates to the manual uniform traffic control devices um since 2003. And there's quite a lot of power that municipalities have over their roads that was not there before. Things like the city of Kingston's 25 mph speed limit was something

110that they were given the power to just do. it didn't need to have an expensive study and and all these things. And along with uh the update to that um manual was a lot of traffic coming devices, things like high visibility signs. Um, I'm not sure if the the bus stop signs are new, but um I think there's a lot of things that the town of Walter probably doesn't know that they could put in. Um, so I was hoping that as a board we could work to advocate to this specific bus stop on neighborhood road and county lane. to make this child's bus stop safer because it is very dark. >> Neighborhood Country Lane. So, do you know if this went to transportation department >> because I think there's ongoing review of bus stops. >>

111Yeah. >> Um particularly if there was an unsafe situation or whatever. I just wondered if it it went through the Department of Transportation. >> No, no, it was it was just something that that I saw and the picture of the I did send the the picture of everyone. The the picture of this this it's it's very dark. And then when you look at not only the rules that the town of Bolster has set for um traffic light or their street lights, um they're prescripted to be straight down. It's it's they're definitely made to so people don't have like lights at their house, things like that. It's not not designed for the road to be shared in that way. Um and they are very far from from the bus out. when it when it is dark

112um you know now there's there's not the uh the snow banks but um >> you know when there is no uh bridge open to you and there's just the one and I had to walk you know to in alongside the the snowbanks since you don't have a whole lot of room um you know between you know yourself and traffic it seems like there's definitely in that. So, what I was hoping was that um the board of the district would help advocate for the town of Olter to make improvements to this particular area. >> We'll look into it tomorrow. >> Okay. I think we need to start with our transportation department. >> Yeah, we'll look into it tomorrow and >> I'll informatively where we are. >> Visit the site and uh and take it from there.

113>> You can visit it in uh Google Earth. I can you know send you guys all all of that. Um but I guess on that subject, what's how much control do we have over bus stops? We have we have control over bus stops. Not the lighting around the bus stops, but where those bus stops are. We have control. Again, we have certain there's specific distances from the students that they have to walk to a bus stop and those kind of things. And like I said at the beginning here, our um our transportation, the $20 million a year we spend on transportation, which has been is is excessive. Um we did have to scale back and increase more and have more um bus stops and fewer kind of going in through neighborhoods kind of thing moving

114students. They have to come walk out towards a main street to to actually reduce costs in that area. But we have we have control over bus stops. I mean that's what I think we'll talk with Miss Boyd tomorrow and see um where that bus stop is. Is there is there a place with more light that we can move down the street a little bit? But also I think to to go in twoprong and talk to the town and say you know where what's you know what is can we have a sign what's it you know could there be a light there those kind of things I think it's two we go down two different roads no pun intended >> I would just say that I would urge um parents and caregivers to also advocate because

115bus stops are constantly changing like neighborhoods change the bus stop locations change based students and I mean the lighting situation also change with changes with daylight savings and you know there's just so many considerations that are unique to an individual's home location. So I do think it's really important to make sure that there's a partnership of different individuals who voice those desires to improve their neighborhood. It's not just about the bus stop. It's about visibility and safety for multiple reasons. And so this could spark a conversation amongst them and their neighborhood about going to their their town, whoever that is, to request that that be added. So I just think I I just think it's both. I just want to note that I think it's really important that we give people individual agency too for

116their neighborhood to make sure that they're properly. So you'll you'll get that back to us. >> Yes. >> I have one more thing I guess kind of related. I um there with within this discussion there's a lot of people saying oh we walked you know in dark roads to get to the bus stop and all that. And it reminded me that the uh county executive had some sort of giveaway I guess for the high visibility masks. I know it's very difficult to get children to wear things like that. Um I was wondering if we don't we don't give out we don't have we could I mean, we could discuss it. I don't know how many students are going to put that on, but >> I also know that YMCA as a partner will often give

117those away for free. Um, so that's something a great community resource for families that are interested, you know, >> who pays for them. >> Well, it's for the community. It's, you know, I just know they do it for their biking program, I think, and students who are runners. Um, I just know that for different free events that I've done with them, they've handed those out. So, that's a resource. I don't know how many take advantage, but yeah, for late night walks when it's dark, it's a good idea to have any other items, any board member announcements? Stephanie? Yes, I wanted to highlight the um two middle school musicals coming up. It's very exciting times and recognize our incredible music um theater um band coral staff who work extremely hard to put on really excellent level

118productions. Um so I just really want to give them a lot of um regard and acknowledgement for the work they do with the students. The first one coming up at Miller Middle School is Into the Woods on Friday the 21st of November the 20 and the 22nd and 23rd. So 7 7 and 2 p.m. Um and then at Bailey there Cinderella um Friday December 5th at 700 p.m. Saturday December 6 at 7 and Sunday at 2. So break a leg to all of those amazing students and and crew and everyone else who works on those productions. But please don't really >> turn. Thank you. Any other announcements? That brings us to our public comment. We we cannot adjourn because we have we have business to But we will take a little break so that individuals

119that don't have to be here for this conversation welcome to stay >> for the goals I am Stephanie into the version that we have and comparing them. So like the first one is totally identical for example. So we can just go. So I think this could go quickly. >> Okay. I think >> hers is a different >> if we're staying live. >> The stream is still >> and you can end it. >> Either I can end it or can >> just speak. We just >> like I'm just trying to >> Well, that was my question, too. I have to be out by tomorrow. >> That means I would like to >> You could drive my car home. run. >> Okay. >> Is there any way we can project what you're introjecting since some of us

120have like I I can also read. >> Yes. Um and please everyone as you're standing around, please remember that we are still live streaming and your mics are still >> Can you send us >> I'm gonna do that now. >> Yeah. >> Thank you. Um, >> have a good night. >> Good night. >> Uh, but I'm going to go ahead and delete the f the first one other than the wording on the second bullet is identical. So, I'm going to adopt her wording. Call it. >> Yeah. Do either of you have email and can just forward it to us while you're >> Yeah, sure. Just Everybody get it? So like where did can I just ask like there is an objective now? >> Yeah the objective I've actually not been incorporating yet. I'm just at

121least all I've worked with is the first goal which is the identical is the section is the goal and then there she has three action items one of which oh no we >> this is yeah this is >> the first one we out the >> provide resources I mean we have to have that in there I would That's our job. >> The what? >> Except maybe in the first one. It doesn't say anything about >> providing >> did she incorporate under the fiscal >> but it still has to be in step. See what I'm saying? Okay. Um, so in our original version we have ensure that resources align with data informed educational outcomes. Is that what you're saying? >> No, I think he's talking about provide resourc comprehensive improvement plans for comprehensive and that's not

122>> that's right. I think hers shifted to monitor implementation and we we used just different language. We said in the original one provide resources that support for and she changed it to monitor implementation of I also have wording of align district resources to support the D6 steps and superintendent goals >> that's what I had on this one that I strange Um, is it possible? I'm happy to type if we could project. It might make this goer. >> Do you want me to mine? >> Would that make it easier for when I tight? >> Thank you. >> You sure you didn't want to take my car and I'll get a ride? >> That's fine. >> You can take a ride. >> I have to leave by 5:00 a.m. tomorrow. That's why. I mean, >> why don't

123you go? She rode with me. >> You can take my car. >> So I think um the question is should we add back provide resources and provide resources support and monitor implementation? That was a nice >> It was a great >> I don't have the proper dongle. >> It does say support is >> at the bottom. >> You see what she put at the bottom under the third bullet? Support alignment between district goals, educational outcomes, and priorities. >> Does that address it? Does that address provide resources to support? >> I mean, yeah, >> maybe that language could replace that third book. [clears throat] >> I don't honestly have a problem with the first if if you all worked on the first three goals. like these are pretty I guess I don't know why we're trying

124to word smith it more than I I get that if this document is not complete we need to complete the document but I I actually am probably more supportive in this piece of paper because this was the commit this was the whole board we we worked on this for a whole meeting I I would be I would agree because we went over every word of this. >> Well, I know. No, we didn't actually. >> I thought we for the first like four goals we went through and we were in agreement. We were like down to goal five. >> I thought four was where we were like this is, you know, have time to >> except I have I know we spent time. >> Okay. Maybe I just didn't get the final word. >> Yeah. And

125then we have >> So maybe let's do this one at a time. Make sure you and I have the same thing. >> The same thing. And that um so >> we'll just go up here and then you send me. >> Okay. I am I saved it as a new and a popular a correct thing. So following Mark's suggestion, um what if we start with so goal one is virtually identical with the exception of some wording um between what the draft that we are working with and the draft that Stephanie proposed. I think the words matter actually like I think it's important that we say we provide resources and support for dis plans that I mean that was completely taken out. >> Yeah, I would agree. I I appreciate our initial wording there. The the one

126I was actually focused on myself was on B. We had as a group struggled to come up with exact wording for this idea of ensuring that resources align with data informed educational outcomes. That's what we came up with kind of on the on the fly and she reward she rewarded that to support alignment between district goals, educational outcomes and budget priorities. So then what if we just add provide resources comma support and monitor implementation of district CEP improvement plans, school comprehensive plans? >> Just add that to the beginning of that first bullet. >> Could people be comfortable with that? >> So then we take a monitor from hers and >> I would be more comfortable taking her third bullet and replacing B. So leaving what exists with what we have and then removing and adding

127her third bullet. Is that what you're saying? Well, what if I I melded taking Mary Stephanie's suggestion, I melded what was originally there and what she has to now read provide resources, support and monitor implementation for the district and then everything else reads the for the district comprehensive >> because the rest is all the same. >> Yeah. So, I just added the that we also monitor implementation. So you're but you're taking so some of you're taking basically some of her language in the action steps >> and those first paragraphs are not technically our action steps. They're more like objective. >> They're more like our objective. But I I like our objective better than the objective here. >> Okay. So >> but I do like >> her third bullet point which I think replaces B as

128an action step. Okay. >> So, support alignment between district goals, educational outcomes, and budget priorities as opposed to ensure that resources align with data informed educational. >> Is everyone okay with that? I'm fine with that. They expressed the same thing to me in my mind. So, >> yeah, me too. >> Um, and then the evaluative measure is the same. So, reports from teaching and learning and committee and the superintendent and annual review of student performance data. >> Now, do we need I'm okay also adding into our objective the word monitor because she has monitor and an action step >> kind of what you were just talking >> provide resources comma support and monitor implementation of and then the rest is the same. >> So then we have AB and C. >> Okay. So >> well

129no just change a and b is >> this is up in the objective. So provide resources and support >> provide resources comma support and monitor >> implementation. It's what we were saying. >> That's what I just said. >> Yes, that's what I said that you just said. >> Okay. Okay. Good. Just all good. I got it. >> Perfect. [clears throat] >> Number two. >> Yep. >> Okay. Are we good >> with everyone else? Okay, >> this one I haven't cut and paste yet. Number two, I like our objective better than her objective because it deals with our social emotional, it deals with. >> So in our chart, the >> our objective is the first >> the first statement Look at this. >> Ours aligns with our policy. >> Yeah. >> Okay. Right. But she wrote

130a different objective. >> Right. >> Okay. >> But I do like how she wrote identify and address barriers that interfere with equitable practices. So, we had continued >> I like those actions. >> I like your action steps, too. >> Are you good with those? >> Um, and they all not continue to edit. >> Yeah, I mean, I'm fine. >> Okay. >> Yeah, they're all just the exact same thing, but worded >> a little bit better or different. Okay. So, I just have to change the font color. >> Trying to keep up with y'all. >> So, the objective is that was already written. >> So, I guess ours think they all pretty much they they're all in the same spirit. It's the wording that's just a little bit different >> and uh >> it's a little

131bit more general and not too specific. Um said that goals were supposed to be general and your action steps were supposed to be specific. When we write our goals as teachers, your goals are >> overarching. >> What? >> Overarching. >> And then your your action steps are specific how you're going to measure boom >> and tie down. And if if we're making our action steps more general, then I don't know what the difference in those and the goal are. >> I don't think we're doing that here. I think her action steps, >> they're just worded a little bit different. >> So B is her second um support training opportunities for all staff to create an inclusive KCSD community. And she just says support ongoing professional development to sustain an inclusive KCSP community. I think that

132one's actually a little bit better than ours. I don't think it broadens it. I just think it >> Yeah. In this case, these four action steps I think do exactly what we want as opposed to one which >> um the I will say that I looking now at the evaluative measures and they're a little bit different. So I want to make sure we don't have to take all >> Yeah, we were just taking the action items. >> So the first evaluation measure says reports from DEI DEI office and teaching and learning committee and bullet point three said reports from DEI office. So this added in teaching and learning committee >> right and then there is nothing here about SRO's and I actually think the SRO is about equitable practices. >> Yeah, I do too. >>

133So I think we need to keep the SRO. >> Yeah. Or the >> and and restorative practices and things that should all come from there. >> Yep. I guess I'm not understanding how SRO reports as a evaluative measure can be something that we evaluate ourselves on. >> No, we ask >> I guess sorry to interrupt. I just meant that we ask for them like we ask Dr. Pino to provide us with that information. And so that's how we achieve the goal of overseeing that equitable practices are being >> in the Niss study identifies 16 indicators of equitable practices in public education and one of them has to do with suspension. As you look at um um your subgroups and things like that. So and how you build restorative practices in. So I think by having

134a disagregated data from our SRO that is one indicator we can say is are we meeting our equitable practices goal or not. makes a good point though that report in itself is does not help us evaluate the work of the board. >> It helps us to know whether or not >> our policies it helps us to know whether our policies are being >> whether our work >> so it's just a distinction I think that we have to make I'm not >> should we include it >> I think we're going to include And that's we should have discipline as well. >> Yeah. >> Well, that's the TNL. Yeah. Okay. Discipline. >> So disagregated. >> Yeah. >> What about keeping her evaluative measures? But where she says reports from DEI office and teaching and learning committee, we

135say reports from DEI office, safety office and teaching and learning comm. >> Thank you, Don. >> Yeah, I think that's a great suggestion. >> I think that's a good idea. >> Um Um is it okay to specify disagregated? I feel like >> um >> getting this forward so you don't have to wait for >> the the data on suspensions and discipline is is that embargoed by it's it's available but we also present it locally we collect it and then in TNL we look at it locally for decided by subgroup >> but when we get that isn't it from back when the state gives it back to us and so we can >> no I we actually collect some of that locally through school >> once it is becomes state reporting process then we have to

136follow the rules of the state they can't we can't release it >> what about this last evidence of equitable practices and progress toward DEI DEI goals that's a measure but I don't know What? >> It doesn't specify what kind of evidence that is. >> No. >> So, I'm not sure. >> And it doesn't No, it doesn't. It doesn't identify an indicator. >> I would get rid of it. >> Okay. >> I don't know. Can I please read what I have right now for our measures for goal two? I kept budget priorities reflect equity support for hiring practices that increase diversity including staff development for non-tenure teachers disagregated reports from DEI office safety and TNL committee and superintendent reports on evaluating employee professional development consistency on topics. This is kind of wordy. I wonder if we

137can change this last one now that I read it out loud. >> I think they were trying to get it. She was trying to get bullet point two covered support for high in that. >> I actually don't understand support like how is bullet point two which you read as keeping in an evaluated measure support for hiring practices that increase diversity including staff development for non-tenure teachers and Like how is that an evaluated measure? >> Wait, >> it's actually seems more like an action item. >> It does. >> Yeah. Yeah. >> You just lost me. >> I'm back here on this one. >> Oh, over here. Okay. My goal to >> Yeah, >> it's it's actually listed as an evaluated measure, but I don't see how we how it is. >> Yeah. And we actually have

138uh review and revise policy to promote equity and hiring in our >> action items. So I'll delete that. >> Okay. Great. Now it's very simple pathy. >> Perfect. >> Okay. Go free. >> Isn't it not Wait, why is that not an evaluate way to >> evaluate support? >> Well, how are you going to evaluate support? >> Support where we're specific about it such as we've allocated resources. It's our resource, it's our policy, >> 90% of our budget or whatever, but we haven't identified that. >> But we redid a policy at least like two years ago on our hiring practices. >> Well, that that's why in the um in C is review and revise policies to promote equity and belonging and hiring, retention, and students. So, I think we have it in our action item. which

139that makes sense for >> but you're evaluating it by did it happen did it take place >> but how is support for hiring practices >> take the word support out of it >> well the >> I mean that's true you could get rid of the word >> I mean >> I think the disagregated hiring data that comes from the TNL data is sort of our measure, right? If our policies have been one of our measures or one of our measures >> and so that's sort of subsumed in this very large bullet of disagregated reports from DEI. >> I'm going to be in permanent. >> Okay. What about the number of um people that have left DEI or you're teaching and learning is not showing us people that have >> that's what the reports from the

140DEI office are not >> we are >> even if we took the word support out to me this is not a board goal like evaluative a measure on a board goal it would be evaluated measure on the the superintendent's goals it's not And actually to this end I would maybe in this laundry list of disagregated reports I don't know do we need a reports from policy committee may actually also be yeah relevant here it's not disagregated data but if C is review and revise policies then reports from our policy committee would help us meet that goal Right. >> Are you comfortable with us moving on, Herb? If we have that in C, we have that we are promoting equity and belonging and hiring retention and then we hear from it from DEI and Okay, you're

141good. >> Okay. So, goal three, promote BOE development. Uh action item A is the same. I think we can get rid of develop process for effective onboarding. >> Right. Conduct a midyear review and selfear. She added annual annual self evaluation of the board. That is [clears throat] >> right. Hold at least two board retreats annually. So she specified uh focused on communication, governance and goal setting. I don't know if we want to >> specific on that. >> Yeah. >> And then on the version I have there, it talks about a communications retreat in November. >> That's right. >> As an evaluation measure, which that's not going to happen. >> No, >> unless I have a different version. >> No, no, you have it. It's in the evaluation. That's I have on the one I have

142here I have communication retreat without a specific >> date it's smarter >> uh it sort of as soon as schedules allow is one but um but I feel like the communication should the communication go there or should it go under goal five >> well that's what I'm thinking >> I think it should go under goal five myself. >> Yep. Okay. >> Where are we at? I'm sorry. >> We're in the evaluative measures >> right here. Communication in November. >> Wouldn't it part of this goal be that we were going to schedule an extra meeting each month so that we had it available? We schedule these. >> I don't think that's going to be >> try. We were going to do that so that we if we needed a meeting such as the communications meeting, we

143could just say boom and everyone has that date saved. >> That would be great if we did it >> back in >> July one. >> I get that. But but if we do the rest of the year, I mean it before >> I think three meetings a month is a when we have so many committee meetings it's >> but we're not going to really >> maybe an extra meeting, >> but to do it monthly I think is >> I think we're going to kill ourselves. >> Some boards only meet once a month. >> We meet twice a month and our we have a committee >> four times a month. >> Wow. So I do think that communications retreat whether where wherever it is in time probably relates more to promote BOE development knowing that like

144what Erica was wanting to discuss in the communications retreat which is probably the discussions you all had last time has more to do with promote BOE development than enhanced communication and community relations. has to do with our own >> I think it has to do with both. What if we were to put as the action item conduct at least two BOE retreats one of which focuses on communication >> internal communication >> internal well yes within speak with each other how we communicate >> board development >> that would be development >> development okay >> and that's what I think this was speaking to >> okay >> because that was what she was asking for >> in October >> well I think hers was a little bit about >> it was both >> communication with the public

145as well. >> Yeah, >> I tried to look up board trainings today for officers and >> I really tried to so that I wouldn't be a reason we didn't meet a goal >> conduct a midyear and annual. Okay, so I'm just trying to align her um the evaluative measure. So the first one we have a conduct a mid-year review of board goals. The second one we have conduct at least two BOE retreats. One of which focuses on internal communication. Um the third one should be about new members. So all new members complete required training by January. She just shortened ours. Ours said provide resources and support. >> I'm fine to use the shorter version if you all are. >> Should we really putting something that's required by law in this >> well it has to

146be done within the first year >> and she's and this is saying that it we should do it by January >> right >> as opposed to June >> because we've said it's important for new board members to have that earlier on right >> okay they both done it yet >> I know Stephanie is finished I Okay. So, should we really be putting something in this that is >> not necessary? >> Yeah. >> And that's not going to help us >> grow by doing it by the end of June doesn't help you at all in your first year. The point is to do it as early. The point of putting it in there was to get people to do it as early as possible so that those trainings actually guide you through your first year as

147opposed to getting them done by the end of the year, >> right? But setting a goal >> to help us grow by the end of the the year, it it doesn't really make sense to put something that's already done. >> Well, it's not done. Erica is still doing it. And I I'm wondering if this in here is part of what prompts the timely completion. >> But your point is well taken, right? like putting something off that we've already checked off. And so, >> which I I admit I've done on my to-do list before, >> well, I mean, we've literally done bullet point review and update the board handbook for trustees and student representatives. Hasn't we completed that already as well? >> We did that. >> I did that. But it is nice to have record

148of it that >> I still part of it should be scheduled. It should be on there in February that we need to update that handbook. >> There could be >> I mean if we don't use a meeting or don't need a meeting if it's scheduled Karen's not spending how many hours trying to schedule a meeting? I'm not saying that we I'm not saying we need to use every meeting. I'm saying if one is scheduled, we can use it because we're all we all have that schedule. >> I think once a month is too often. I agree with Maria. If we want to add one a quarter, >> we've been trying to get a meeting since September. >> Hold on. Are we putting this into our goals? Is that >> I think it should be. Can

149I suggest Oh, I'm probably going to suggest the same thing that Marie's going to. I was going to say, can we use talk about this at our internal communication retreat where we're >> and >> but I think it should be an action step. >> Well, we can't demand that the BA board schedules an extra meeting. We're not when everyone's not here. I think that what we can do is that it's the communication retreat. We could put that as one of our potential ways in which we could improve communication and talk about it in when everyone's there at a retreat setting. I I hesitate. I don't think we can put as an action item and sort of just set a new rule for the board. >> I don't think state law allows us to have a

150schedule that we don't adhere to. >> It wouldn't be on a public. not a public it's not >> it's a hold the date >> monthly and if we had to schedule it we would >> give it public notice but it's it's more internally for us to hold but I still >> maybe at our January revisiting retreat too if if that becomes a popular idea we could set some dates for spring that that fit that bill >> but what I can tell you is by January I'm booked through June and that's why we run into these issues where we can't But >> so how do we work as in as a goal for us to be more >> I mean in between >> this and and etc the people and her schedule is sad >> everybody

151has crazy >> I'm of the opinion that we do doodle polls and again it is not supported it is not there's got to be some kind of >> Gary on how to do a teams poll with a big group. >> I've used it in small two and three groups. It doesn't we haven't >> but I guess my my point whether it's doodle or whatever just and then the whatever date has the most board members including if it I can't be there then that's what it's set and we have it with whoever can be in attendance and if that's a retreat or whatever if we can't all nine be here but we can't like not meet to discuss a retreat type topic because we can't get all And I don't think that setting a date aside

152every month is going to necessarily mean I can hold that date every single month. >> Well, we had six of us for the sixth for this for the meeting to do communication or sorry, we had eight of us to do communications. >> I did to do communications for tomorrow >> and we're not doing it >> because we didn't make that as a I was >> maybe >> and and I Sorry. I'm sorry, Maria. I sort of talked over you. I got excited. I was just going to say I think this is a contentious enough idea that it's a I don't know that I would feel comfortable putting it in the goals without everybody on board with it. I do think it's an idea we could talk about in a retreat setting. I >> where are

153we? >> Sure. >> Yes. Um or >> promote fiscal. Yep. >> And her second one is identical. Well, no, it's not. The words are just different. Okay. So, review and approve So, this is one where I like her objective better. >> I do too. >> Wait, the objective. >> This one. What? >> I like >> the one that said insure fiscal. >> Yeah, responsible >> as opposed to pass an attainable and financially responsible budget. >> Okay. I know. >> Yeah. I mean, when I read that, it seems like to do that, we would need to get what we got tonight from Chris Healey. And that is that would be how I mean that one was a little um >> well the audit and the budget are different. That was the >> right >> we're talking

154about >> but but I mean but that's how I mean I guess I don't know how else we would ensure that that happens other than well we received that report. We looked at it and it looked good. Does that make sense? >> Well, your audit report is fundamental to fiscal management. >> So, >> right talking and we get >> part of what what we have to do >> and and finance and audit and finance get all those little reports that led to his report. So if my own and finance is doing and they are the the responsible group on this it it would be we'd be getting updates all the time on that right I mean it it's like we leave the other things in teaching and learning that's audit and finances >> responsibility to

155tell us >> if there's a which is why they're listed. >> Well, yeah, exactly. >> Um, >> and I actually like points better. >> I do too. >> Yeah, I know. I've actually just >> Okay, but I'm just going to cut and paste. And they again, they say better, I think, what we have the spirit of and those other words in our I actually don't like the promote fiscal equity across schools and programs as much as promote fiscal equity throughout the district because it may go beyond schools and programs. >> So you're suggesting promote fiscality throughout the district. >> I'm okay with that. >> I'm fine with that one. >> Keep the I mean it's it's an umbrella over the things that were articulated. So >> okay and then for the evaluative measure discussion of

156budget priorities per annotated calendar uh which is the same she just rewarded it discussion of draft budget per annotated fiscal reports demonstrating adherence to goals and equity priorities. I guess again I'm going to just go back to like I don't understand how a discussion is an evaluated measure. >> That's why we could delete those because they are old. >> But I'm not sure her budget discussions and approvals align with the annotated calendar helps. I mean um reports from ANF help and superintendent report over the bud or budget presentation from the second bullet point is good. >> So I think fiscal reports demonstrating adherence to goals and equity priorities is good as an evaluative measure. I just don't know about discussions. >> Okay, I'm fine with that. >> But I think we probably need another evaluative

157measure. The one thing >> what about budget presentations? >> Was that fiscal reports? >> Yeah. What about budget presentations? >> Because the presentations >> aligned with annotated calendar >> because that's a measure and reports from ANF. >> Are we hitting our timeline? >> Yeah. >> What about timely budget? Like I'm just trying to get something that's actually >> that's >> timely budget reports from >> well timely presentations or something >> again a presentation >> well it's not what we're doing either I mean that's actually the budget office is doing that we're not doing >> and I think last year we had I know what I put down on the under this was that we got it as soon as we could because the state was late. We couldn't block ourselves from not being timely because

158we, >> you know, >> we didn't have the information. >> Exactly. >> We also talked about last year the fact that we were going to get we were going to start discussing budget much earlier like in December and that's not sad. >> No, because >> that's not really even practical. Well, it it is because you got to you got to evaluate program to know where you're going to make the critical cuts if we have to make them. You know, if you're if we're not looking and evaluating what is working and what isn't working and we're not making sure they're doing that, we're going to be at the last minute making decisions that Well, that's budget review. It's not budget um it's not creating a budget. It's reviewing the budget you're currently and we should be

159doing that all the time. I mean, every time we have a budget transfer, somebody's making a determination that money has to be moved from one line item to another. So, that's kind of an ongoing process. But are we making decisions on what pro there are programs that we have supported for years that we've abandoned because they're not giving us the results that we want to see and that needs to be addressed in budget discussions. I mean >> well if we're not funding them that decision must been made right. >> We are funding them still and they're still >> I'm sorry. I mean I I >> well I would say that some of that is interesting came out even today tonight with Dr. Patalina reporting on the um request for proposals and that because of the

160change in SIG funding. So some of that or not shame but well kind of right. So now he has to put these RFPs out for for our community partners and so I wonder if some of that fits in superintendent report as an accountability measure. But I hear you too that evaluating programs is part of us being fiscally responsible I think is what I'm hearing you say. And I wonder if even to the extent that we're talking about the dual language program, I know it's not in the context of how much money we're spending on it, but the RA is all about >> absolutely >> this, right? The resource allocation review. Um, and so we do have ways in which we are evaluating programs to decide whether or not to retain them. >> So, I don't

161know how to actually word that in here, but I hear what you're saying. What about Go ahead. >> What if to achieve this goal and this objective we set aside time to do an incredibly deep dive in the entire budget? >> I was just going to say like audit and finance do a midyear budget review. safety budget review as an action item and then audit finance report to the whole board on that budget review something along those lines. I don't know. >> Okay. What you're talking about >> well I guess >> because I don't know we need to do it with the whole board but that's why we have the audit and finance committee. I mean, I've u you know, over the time I've been here, try and learn what I can from the budget,

162but there's still a lot that I probably won't be able to understand unless it's explained to me. And um not at least not having the opportunity to understand all of it seems. You can also ask to have meetings with Miss and she's happy to go almost everyone's here has had meetings with her to go through budget stuff and you're allowed to do that too >> as a one-on-one >> part of this would be responsibility of teaching and learning to tell us you know this is not working yeah we're we're >> well that's we did do that we did that >> right but that should that not be in the evaluative >> so I could say reports reports um in the same way that we have above >> we could say reports from TNL >> um

163regarding or evaluative programs and ANF regarding >> right >> but isn't the TNL piece isn't that goal one where we're supporting educational plans and outcomes like >> where is resource allocation review I mean That is not our goal. But we are hearing about that. I'm looking at Mary Stephanie because I think >> well it's because what the resource allocation does and what it helped us do very honestly is it showed um how much per building we were spending how much more per building we were spending um on a program that our students were not. We had 16 years worth of data showing our students were not um were not being successful relative to the rest of the district and yet we were spending that much more money and the RA report is what allowed us

164to get to that point. >> So we're not it's not an ongoing at this point. As you know, what we're hoping to do is revise. We're working with them to hopefully revise their reporting systems because the traditional systems that are set up that way for our local budget have not historically been by building by program. So, they're working to refine it. >> Who's they? >> Uh, business office. >> Oh, okay. Yeah. Oh, interesting. Okay. So, is it worth putting a resource allocation review under an evaluative measure? >> I think so. Yeah. >> Is it a report on that or is it a or overhaul of or >> a report on I would say so we could see the status because it'll be a process. remember the systems they have in place are um you know

165they're there's only so many programs that will meet the state requirements for reporting. So but they are um moving in that direction. >> Okay. >> So can I ask so with that I'll be in alignment then with the act because these evaluated measures have to match back to a action item. So promote fiscal equity throughout the district. >> Exactly. Yeah. >> Um, and I So there's ENF reports to board report on resource allocation review and then we have this very general fiscal reports demonstrating adherence to goals and equity priorities. I feel that's very broad. I don't know if if something more specific about I don't know who's making those reports. I guess um in that evaluative measure fiscal reports demonstrating adherence to goals and equity priorities. I mean that is kind of is that by

166the superintendent >> well it would it would something that we would probably have to request through the superendent. >> Yeah, we would have to request it through let's see I was trying to figure out where it was written. Sorry. >> Yeah, that's okay. It's It's written in Stephanie's version that >> um >> and I copied and pasted it here, >> but it it feels very broad to me. I'm not sure who's doing it like fiscal report. >> That would have to be through the superintendent. >> I mean, so then what are how are we measuring us? >> Yeah, >> I think we have two evaluative measures. I'm comfortable with >> the report on resource allocation review is not by >> too broad. >> Yeah. >> Well, that'll be another I mean the budget office is

167working with ANF to do this right. This is something you So again it's >> the report can be from ANF on resour So then it's us to the full board. >> So then there's just one evaluative measure ANF report and I guess the other could be timely. Well, this is why board discussion was was in why the word discussion was I think it was an evaluative memory to evaluative measure to say we are going to ask through the agenda or what whatever mechanism for a for discussion on the budget in a timely fashion. And I think that's why it was an evaluative measure because we were but >> rereading it and in Stephanie's version that says budget discussions and approvals aligned with annotated calendar. I think I'm okay with that. >> Okay. >> Because it's

168not when I said a discussion isn't a valuated measure. That's not what we were saying. We were saying that it's aligned with the calendar which I guess can technically Yes. Yes. >> We don't have an objective. Her objective is fine. We don't have a first statement in this one. >> Right. >> That's fine. >> That one's fine. I like saying encourage board presence at key school and community events. I want something meteor than collaborate with the communications office to review communication strategies and standards annually. I like see better mostly which is develop communication strategies and standards at fall retreat. >> That's what we you mean the one that we have in our version. >> Yeah. >> And maybe not at the fall retreat because it's come and gone but >> at communications retreat. >> Okay.

169>> Whatever that is. >> Yeah. Actually that takes care of that. Thank you. So at Yeah, I communications retreat. >> Okay. So, I'm substituting our A with the encourage board presence at key school and community events. >> I think that's our B. >> Whoops. Okay. Sorry. I know it's the same thing, but I would say keep that. >> Yeah. >> Well, it's different, I think. >> Going to the open house. >> Somebody said if it's already done, don't put it in the >> Right. I mean, our goals were supposed to be done in August. >> Exactly. Let's pretend that they were so take credit for doing those things. Okay. So um then so we have AB and AB and might say AC. Um so we have um representatives from BOE will attend scheduled open houses.

170Encourage board presence at key school and community events. Develop communication strategies and standards at communications retreat. >> Do we want to provide timely and accessible updates on board actions, priorities, and outcomes? I mean that's similar >> back when we did the >> Yeah. >> You know what I'm talking about. >> I like that one. Yeah. >> Um I think we can say what if I don't mean to sound not collaborative but what if instead of the statement collaborate with the communications office can we just say review communication strategies and standards? >> No I think we I think we covered that under develop communication strategies. We changed it to do what you had on here >> and just took the >> develop communication strategies and standards at communications retreat. >> Okay. But that's a little different

171than reviewing >> the communication plan with the communication office. I guess I was thinking the district-wide communications plan that Bonville and office overseas as opposed to those strategies that we would talk about within a retreat setting. Those are really different to me. >> They are different. >> Um, so I wonder if we could continue to review the communations audit essentially or monitor progress on the communications. >> I like that. Monitor progress. >> Monitor progress. >> Are you okay with that? >> I mean, I am okay with that, but I I guess Do you think that we have a role of developing communications strategy and it's on >> it's on us a policy type thing and it's on the communications office to fulfill that. >> I don't think that's our that's micromanaging. I think we're we

172don't have we don't run the communications for the district. That is I I think that's I I think that's a very awkward >> well but we do develop policy that >> essentially >> should inform the communic the the protocols and the communication requirements. So fine line we're not We're not the communicators. >> The strategy and standards are the policy. And then it is we are not micromanaging how those strategies and standards get completed. But a policy can establish standards and strategies. >> So I hadn't taken away the develop communication strategies and standards of a communications retreat. I've left that. That's very important I think for all of us. >> I think the outstanding question >> is whether or not we as a board want to be supporting the broader district communications plan in the same

173way that we support the district curriculum or budget or other things like that. That's that's the spirit I had done it. not in the micromanagy way although sometimes I want to [clears throat] but more in the um we also support and monitor progress on the DIP you know that's how I had thought of that but um um but I'm okay with leaving it out and just doing uh develop communication strategies at a retreat >> I just don't know what we're doing at the district level then >> are we using her objective strengthens transparency, trust and engagement between the board and the KC state community. >> Right. Yeah. >> So I think if we >> put as an action step that we turned on the live feed and the cameras during committees >> that's not going

174to happen. >> Why not? >> Because we don't have the manpower for that. It's we have it's open to the public. They can they can have the manower to like live stream things throughout the days, weeks, months. You can put it on there and try. I just don't think it's going to be something that's going to be attainable. We don't have a designated live stream people. >> I thought we just had to like a button to turn it on. >> No, I mean when the legislator when the legis the county ledge did that. They actually did hire >> one person, >> a staff member to do that. >> I would also maybe suggest that similar to adding a meeting every month, this sounds like a particular thing we can discuss in the context of a

175>> communication meeting like it's a retreat. >> So if it stays on your mind as something you want to have as a priority for one of those, let's bring it up in the communication retreat. Um because again we can't I don't feel comfortable putting something like that for the entire board and our action item >> and I think a budget >> process. I think it would be a budget time like if it was a b a board priority we would need to budget it >> and you would budget for it. >> Okay. So I'm deleting right now anything about the communication audit and plan at the district level based on what I'm hearing. Sorry, where >> the the goal number five? Now, we had some talk about having some action item related to the communication

176audit as a whole district, but maybe that's not a board responsibility. So >> I think this is the point that's getting crossed between me and others is that I do think that's a board. I think >> setting a strategy and standards for our communication department through policy is a board action. And so when I said keep well >> oh develop communications >> development communication strategies and standards I mean at communications retreat I'm talking about for the district >> ah not the internal communications retreat >> so I was combining >> okay >> two but I don't think I'm being followed very >> I got much and people are thinking that we're not as well I actually agree with you, but I >> disagree. I just think we have to be very careful that we know what

177lane we're in. >> So, when I think about the communications department, I know it's um Miss Bonville there, but isn't isn't it also like >> that kid? Yeah, the kid with the camera. So, I mean, that's >> three or four people in that. >> We contract them. contract through the district, >> right? >> But they are through a contract. And so they are supposed to be implementing, >> right, >> the district communications strategy currently developed by >> and we got that. Did we get that presentation this year or just last year >> which the superintendent speaks for the district >> on the calendar? Therefore, we're stepping over his The superintendent speaks for the district and therefore we are >> stepping over his >> look at that. >> Hot dog. Okay. So, evaluative measures. Um this

178the last one, folks. Um >> we got one more. >> There's a six. >> Oh, there's another slide. It was on the next slide. >> There was seven. >> I'm I'm good with the ones that Stephanie has written. Community feedback and engagement data annual review of communication effectiveness and responsibility. >> And that annual review is coming from who and how that annual review is from the superintendent report on the audit or is it actually an annual review of our communications via the self-evaluation? >> Well, where it says community feedback and engagement data, what are we going to do to ensure we have that? Are we sending out surveys? Are we sending out surveys as a board? What are we doing? How are we assessing it? >> The only engagement data we tend to get is

179Facebook back Facebook hits. Like that's that's actually what we hear from the communications office. So I think that we should I love your question because I think we need to figure out >> because I think there certainly are. No, I know that. Yeah. >> Yeah. >> But it seems like at those that we're we're hearing at those presentations often our our digital presence is working because of hits on the website or clicks on the Facebook likes. >> But that's not what effective communication is. >> That's right. That's what I'm trying to audience. you know, our families, our students, our our staff even, you know, as well as ourselves. >> And this is where we get tricky in the lane of sending out surveys and what we do with that information. And but we could leave

180it as an evaluative measure and we might fail at it, but we could talk about it at a communication retreat. >> That's what I might say. We it's an evaluative measure because people come here and speak and tell us that we need to be more communicative or they would praise us on how awesome we're doing at our communication. Like that is the evaluated measure. The feedback that we're getting an action item would be send out a survey to solicit that feedback. But we haven't put that in there. But I still think feedback is an evaluative measure. >> However, it's Public comment is feedback from the community. >> Right. But they keep telling us we're not transparent and we're talking about transparency here. And there's many things that they want us to be transparent about that

181we cannot legally be transparent about. >> Well, we know that. >> Okay. So, >> it's a tricky it's a tricky one to think about, but I I I'm I'm leaning toward let's leave it there and then um >> if we find that it's not an effective evaluative tool when we're sitting down to try and evaluate ourselves, we'll try and come up with a quantitative way to do it. >> Well, I Okay, I think just the the annual review of um communication. Yeah, I I think that needs to be more than just receiving a presentation and you know two or three questions about it. I think we need to like set aside time to take that information and really have a discussion and you know maybe it is perfect but maybe we need to make changes

182>> and I think that's different than our self evaluation honestly. I think we should probably do something towards the end of the year that is another retreat where we're reviewing this information and deciding whether >> we now we're up to how many retreats some >> but that but that can't be a retreat that is board business >> about way to measure >> what is board business >> I'm sorry effectiveness >> yeah I mean if we talk about like the uh the um the plan that we have or whatever the the district communication thing when we >> look at that we need to >> take it and >> well right now as an action item we have developing forward it sounds like communication strategy at a board retreat so I don't know why we couldn't review

183the effectiveness of set strategy at a board retreat Okay. I think I'm confused with having multiple communication things with is this goal. >> This goal is is not related to the >> communications internal board communications and board communications with the community. >> Okay. >> It's not Yeah. It has to be different than the district. communications, >> but we can still talk about strategies that we like board communications are part of district communications as a plan. I think so it is hard to extricate but we can only be responsible for what we're communicating. evaluate what they're communicating, but you can only be respons. I think that's Mark's point and and don't want to lose sight of that point. >> Can we move on? >> Yeah. It is I've been in this building since >> here again

184at 8 a.m. >> I will be here again at 8 a.m. >> So goal six um support sustainability. So we had changed the heading on that to I have it in here. >> Support sustainability to address the climate crisis. >> That one >> that was our objective in here. >> Yeah. >> No, that was our goal. >> That was the goal. We extended the goal in the one that was that didn't get reflected in. >> Okay. Sorry. >> It's >> but it's what actually we passed and voted on. >> Yes, it is. >> Yeah. Promote and support sustainability to address the >> in an effort to address the climate >> y >> crisis. So that should be our Okay. So, >> I think Stephanie's objective is >> I think it's great. I'm going to put

185it right in there if that's okay. >> Yeah, because we've already >> that it wasn't addressing the climate crisis, but since that's our goal, our objective is overarching. >> Okay. Because Mark, just because you were here at the last conversation, it was that's not support sustainability is just not enough, >> right? >> Got it. >> I am fine with these action items. >> So, how about we just adopt those? >> Yeah. Is that cool? >> Um, it >> you added this last year, so you're good with these or action items? >> Yeah, these look good. So, I'm about to do the evaluative >> on the evaluator. >> Yeah, right. See, he is here to kick you out. >> He's here to say get the hell out. >> Hold on. Hold on. We have to do

186evaluative measures. And don't forget >> I'm good with our evaluative measures, too. >> Yeah, >> I'm good with the evaluative measures as well. Don't we have to return? >> Yes, we do. >> Everybody. >> No, hold on. >> Well, actually the goal >> and we don't have to. >> Okay. >> I think that people were committed to this, but we could in good faith do this if we the next meeting to bring them up again. >> I am sending this. >> I probably should have pointed this out beforehand, but it does say in our policy that um final board goals will be discussed and adopted in a public session. >> Yeah, we did that. >> We did adopted. >> We did. So then so then >> it's just the action steps we revised. >> Okay.

187>> We could adopt the action. >> And so which one's going to um is is our uh evaluation going to be just the broad ones or is it going to be >> whe Okay. So, I am sending this. >> So, are we good? Thank you. >> I'll make a motion to >> second. All in favor of >> I bag is sitting here. >> Okay. I will say that I'm sending you something called final. >> Okay.