001It is 7:05. We have returned from executive session. If we could please call the role. Miss Jordan is excused. Mr. Spicer here. Dr. Collins here. Miss Anderson here. Mr. Ryder here. Miss Fitzgerald is excused. Miss Corson here. Mr. Fitzpatrick here. Mr. L here. To the flag of the United States of America and to the stands one nation under God, indivisible with liberty and justice for all. We have no action coming out of executive session. That brings us to our student recognition. So we are recognizing the Kingston High School validator and saludiator. Dr. Thank you, Mr. Anderson. Um, so today I'm very proud to announce, we've already announced, but to welcome our validatoran saludiatoran. We have the um unique situation to have brother and sister here. And our validatoran for 2025 is Megan Cooper. Megan has
002a GPA of 101.6699. 6699. She's taken 14 advanced courses, including 10 advanced placement classes and four college level courses. She served as a drum major in the band through two years where she plays clarinet. She's the co-president of our math team, co-president of mock trial, president of the National Honor Society, president of the girls who code. She's on the varsity soccer team, science Olympiad team. She's a member of KHS musical theatrics. and anyone who went to the went to the musical saw her and her brother in that show and they were fantastic. Um, she's also a tutor at JFK Elementary School and she'll be attending Boston University with a major in math and Spanish and pre-law. So, I on a pre-law track. I'm sorry, but I'm going to wait. We're going to Can we wait
003till we introduce her brother as well? Then we'll do it all together. Huh? We should clap. No, because there was a point to not clap at first, but forget it. Forget it. Um, our salutarian is Luke Cooper, who has a GPA of 1016642, which I think's got to be great dinner conversation that 0.5 difference there. Um, Luke has taken 15 advanced courses, including 11 AP classes and four college level courses. He's a head section leader for KHS Tiger Marching Plan, plays the trumpet. He's the math team co-president, the mock trial co-president, the computer science club co-president, varsity tennis cap, and he's wearing his shirt tonight. He's on the science Olympia team. He's on the science Olympia team, K Musical theatrics, which I just mentioned about. He's the National Honor Society, and he's a tutor at
004KHS. and Luke will also be attending Boston University in the major in computer science. So, next are they twins? They are twins. And I'm going to ask you both to come up for one of the many pictures you've been taking over this spring. Got a lot more. Thank you. It had to be a very competitive house. You see the difference in the He was a trumpet player. He should have gotten extra points. That brings us to public comment. Do we have anyone signed up to speak? Is there anyone out there that would like to speak? Okay, that moves us to the superintendent report. Thank you, Miss Anderson. So, to start off our superintendent report, we are going to hear our school report from Miller Middle School with principal, Mr. Sheber. Good evening everyone and thank
005you for the opportunity to address you all. Thank you to the board and superintendent cabinet superintendent just making the presentation. All righty. Well, thank you all. Um seems like we just A couple of days ago, I was here in August talking about this plan as we're still building it. But here we are many months later. Just to refresh everybody's memory, uh we had two commitments that we're pursuing this year. First commitment was our academic commit commitment uh where we're looking to improve academic outcomes for students by making sure that learning experiences include reflection and goal setting while also fostering a culture of pride and connection to identity. Our second commitment was more of an SEAL commitment. U we are committed to providing all students opportunities to provide practice and build social, emotional and cognitive skills
006in order to inspire them to do their best academically and leading to overall schoolwide growth. Um I'm not going to read commitment one again but there it is for your uh to refresh your memory. U so throughout the year we've been focusing on students really knowing and getting to know their own selves as learners. Uh we did that through a number of ways. As you know we do the I Ready Diagnostic three times a year. two times so far coming up on the third one soon. Um and so that starts with the data chats. It starts with after they do the diagnostic it doesn't just go out into space but the students are working with teachers to see where their strengths were where they needed areas for growth and then teacher could charter of course
007for them. Um every classroom um throughout the school had a number of classroom goal trackers as we're incentivizing um moving forward in their learning both through their my path individualized instruction but also as a class um and overall growth. We fidelity through walkthroughs throughout the year. Um, and we had a number of parent information nights where we opened the building up to the to the public and spoke about what I Ready was and what was expected and how they can support students at home. Um, and then also uh we had some I Ready consultants to to bounce some questions off as well. And all of it culminated in our student led conference uh initiative in which students uh unlike a traditional parent teacher conference where parents come in and teachers tell them about their children,
008the parents come in and the children tell them about themselves as learners. Um and so throughout the year there are a number of activities to uh build children's portfolios along those lines. We'll see a little snippet of that in a few minutes. Um in our plan we had to reference um some of the ways that we would check in on how we're doing. Um so that was through our diagnostic growth both in reading and math from all three but for purpose of this presentation from September to January. Um and of course we are focusing on both typical and stretch goals because as we know when students are behind they need to meet their stretch goals in order to actually get caught up. If they only meet their typical goals they'll always stay that same distance
009behind. And so in our um meeting targets um we had set targets of a percentage of students making their typical goals. We target 52% of our students would make our their typical target by winter and we exceeded that to at 73% of our students in January where had already meet met their typical goal. Uh we had set a more conservative target for the stretch goal knowing that's going over and above to 18% but again we achieved 27% come January. So we're very excited by that. Um you've seen these charts before, but this is Miller's again showing January. And as you can see in the green band, which is the mid to early on grade level, uh we went from a 20% uh representation in September to 25% in January. Uh our one grade level below
010band also grew, but that's really more the transitional goal as they stretch across. And then our red band, which unfortunately shows two or more grade levels below, did show that same decrease. So kids are moving up the chain. And again, this is January. So we we anticipate even greater growth come next week when we do the I spring. How do we get there? Um well we worked with Dr. Alvetto and Dr. Hull Brook throughout the summer to create a different way to go about our reading groups. Uh where in the past the uh base teacher for ELA would also do the reading groups. Uh but then it was uh incumbent upon the teacher to break them up into smaller groups based on skills. We decided to take a more drastic approach knowing that so many
011of our kids were behind. and it's not just us, it's also Bailey across the board. Um, and what we did was we kind of isolated students based on their needs and created reading groups based on those needs. Um, allowing for opportunities to transfer out of that as they grew. Um, but that way to really drill down to the specific needs of the students and give them the help that they need. And so we um determined that need by several different data streams. We use the fluency exam, the words their way uh diagnostic as well as the I ready diagnostics and state exams to get a sense of where kids needed. And as I said, we periodically reviewed that placement to make sure nobody was stuck in a in a track. Um and we had movement
012each time that we reviewed that. So sometimes the groups didn't actually change, we just changed the materials they were doing because as a group they had grown. Um we also had been piloting this year the CKLA pilot which I know you recently approved. So, we're really excited by that because as you've heard from the other principles that have reported already, student engagement very much increases. Uh, we're seeing much more um familiarity with with um certain kind of common knowledge that we expect students to have because of the spiraling of the humanities work, the English and the social studies together as it goes through. Um, and next year, as you know, we're going to the full implementation of uh grade five, grades seven and eight. Um, the CKLA doesn't go that far. As you know, we're
013kind of just continuing what we're doing, but we're also drilling down. We're going to take what we learned from the win groups of grades five, six and start creating some reading groups for grades seven and eight for those kids because really they shouldn't be getting reading instruction at that age. So, we hadn't planned for it previously, but at this point, we're recognizing that the need is there. So, we're going to repurpose some of our RTI providers to um have larger classes basically and drill down again to to meet so we can send kids to high school with a better sense of of their literacy. In terms of the math, uh, we set for our typical target 52%, we were at 61% in the winter and set as our stretch target 17% and we achieved 29%
014in the winter. Again, we see a growth from um 10% in September to 18% in the green band, 30% to 33% in the yellow band, and again decrease from 61 to 50% as kids move up the chain of of um capability. Uh in terms of how we got there with the math, uh this was the year that we really dove into the I Ready curriculum. Um as such, um really, you know, exploring and set targets for our students to do their my path work. Uh we've done a round of professional learning including we're currently in the midst of um some Ready coaching where we've had coaches in the building uh yesterday doing walkthroughs. Then we're going to do some embedded coaching in the classrooms with the teachers and the consultants and then a debrief at
015the end uh with the consultants and the math teachers to kind of really look at uh what's going on. So we're already noticing they're using the software, but we're realizing ways that we can maximize um the strategic use of that program instead of just um tapping into the topics. So we're pretty confident that that's going to help as well. Um as I said, we kind of all all this was heading towards the student led conferences. So there's some We didn't have quite the turnout we had uh the first year we've had it. Uh but those parents that did show um felt very enriched by the process. Got a lot of feedback about they were getting conversations that didn't happen at the dinner table when they asked what's going on. It was all I don't know.
016But instead students were prepared and then we're kept taking them through some of their learning. I've got a little snippet of of some students for you. Um next um so it was really a great night um for all even even Jim. They taught them how to play pick a wall. parents fun there. So last year was um a lot of fun. We have here I'm not sure and I'm very proud of this um story that we did. was narrative and I wrote about a guy in my house with a tornado that hit my house. I'm proud of this story about dragons because I wrote this and I also not and um Do you know I didn't go to a conference? I still didn't have your work. So I thought that was a great point. Even
017though I didn't go to the conference, I still have your work because again we've been doing it all year long. So you know they they collected from their portfolios. They shared with their parents things they were proud of. They shared with their parents. Nobody wanted to talk about their areas for growth so much but they also spoke to their areas of growth with their parents and they had shared with them the goals that they were shooting for and then and then achieving. All right. We had that. Um so then commitment again was the commitment. Um, and so again, we wanted to we first of all are continuing our work with Melissa Gugarte and refining our our knowledge of and our practice of restorative work in terms of trying to get away from some of the
018punitive responses and um that's been a lot of um lot of productivity there as well. Um but then we also kind of took our our BLT and formed a subcommittee uh specifically to researching the SEAL work. Um and so we oh my explain should come away. Sorry about that guys. to them today. Um, PBIS mat is an older version. Um, the PBIS matrix uh was devised um using the acronym Mustang. I'll show you that in a second. We did a lot of research into a particular program. As you those of you who are here, as you recall, in August um each of the identified schools that talked about researching programs and there was some conversation around having a unified approach. So, we kind of took that ball and ran with it and did some research
019on some different programs. I'll speak to that in a second. We created some activities in the building um for for the adults to work through and try to get a sense of how to play it out. And we embedded that in several faculty meetings through professional learning. We did some walkthroughs to check fidelity and we created a new positive referral based on the PBIS matrix. And again, we're looking at attendance data, discipline data, and survey data to check the efficacy of the work that we're doing. This is that PBIS matrix. Again, we started with the acronym Mustang. Um, and then we've been doing a lot of work in faculty meetings and classrooms around mindfulness, understanding, safety, teamwork, accountability, mobility, and growth. And you know, speaking to and then descriptors that I'm not going to read
020to you um just speaking to this is this is what it means to be Mustang ready. You know, if you can accomplish these things and so we take these ideas and we also um built our positive behavior referral based on that. And so we're acknowledging and rewarding students that are doing something of any of those u attributes um and then make a big deal out of that and just you know speak to the behaviors we want to see instead of just punishing behaviors that we don't want to see. So this is beginning a lot of traction. Um when we unfold it to the faculty it was kind of fun. Not only did we have to do some work but then we their their exit ticket from the meeting was to write a positive behavior referral
021for another colleague. So they all got the the to feel the joy of oh somebody acknowledging me and seeing me. Um and then we saw obviously an uptick of of students getting there shortly after that. So it was um it was a good plan. Um these are the three programs we were most um paying attention to. Character Strong, Leader Me, and Second Step. Um oops I thought I had it right there. Um Character Strong u seems to be our leader. That's the one we're most liking. We're going to um if all things work out, we'd like to pilot that next year. Uh what we like about Character Strong is while it has first of all it's it's scaled all the way from elementary to to 12th grade. So it could fit the bill of being
022a districtwide program. Uh secondly, while it has curricula that that'll fill a school year, it's not sequential. So people can dive in and use whatever parts make the most sense with what's going on in the year. Um so we like the flexibility. And piece that we liked about it a lot um was that it's got a tiered system. So as we want to connect this to our MTSS systems, we would have the opportunity to to plug in at different levels based on the needs of of the situation and tap into the program. Leader and me and second step also very good programs um but they didn't have quite the flexibility that character strong did. They were much more sequential. You had to do one then two then three so so forth but they were a
023little more academically minded where character strong is more about making choices and individual growth. So that's uh seems to be where where we're going is is a recommendation for the Um, we had a lot of people helping us this year. Even today during testing, we had some of our representatives. So, you're working with Lisa Sarakini Alons and Melissa Foster and both in in um supporting us through our SEP uh as throughout the year, but also uh in our various benchmark checkpoints and in the crafting for next year's SE. We've been working with the RPC, the regional partnership center for two years now, actually. Um, Davis and Monica Baron have been working on the academic side, helping us to strengthen our um special ed department. Uh focusing last year on our um integrated co-eing classes and
024this year on our special class English classes um and really focusing on the specially designed instruction and recognizing that um as a as a school we could use a little more support there. So we've been really developing that. um their partner is Dagmar Luciano and she's the culturally responsive educator and we've been working with her um more on the stuff. So each of these team members been helping us in different aspects of our plan. Darthy also works with Dagmar on the side. You're very familiar with Dr. Javon Hunter um and Mr. Thomas is going to be with us shortly to speak a little bit about some of the work that he has done based on that. I mentioned already Melissa Verte and um we've also recently been working with Barbisha Hasty to support some of
025our integrated co-eing teams as well. We've been doing a lot of walkthroughs. Um so here's a little bit of walkthrough data. The RPC walkthroughs again this is the uh ELA special classes grades 5 through eight. Um we've been providing SDI support reflective conversations. Every time we go through a walkth through there's a reflective conversation afterwards about what we saw and you know brainstorming a little bit of co- teaching a few times in modeling that's been teachers and administrators. Uh there's been 33 walkthroughs at the time of this writing and we're going to do some more today and we're rotating what we're doing. These are three of the top um data points that we've seen. Teachers giving specific and timely feedback to students with disabilities was one of the highest pieces at 87.9% of the time
026we saw that um NA is times um references it wasn't appropriate in the classroom at that time when you saw that some um students staff using verbal and non-verbal prompts to cue expected behavior. we saw dramatically a lot um and staff explicitly acknowledging and missing positive comments that students with disabilities will be successful in praising their efforts was the highest vote getter at 94% almost um so we're we're certainly encouraging our special ed students um we want to do some work though on the explicit instruction these are two of the areas that we saw the growth uh that we need some growth in so teacher explicitly teaching strategies for responding to higher order questioning uh we could do a little more work there as the data shows walk through. Uh we also could do some
027more work on students with disabilities engaging in structured activities designed to allow for processing. So um to to kind of simplify that still a little too much um delivery of information as opposed to building of information by the students. So we'll continue that work and gives us little um first step towards next year's plan. Uh we also did the walkthroughs. 43 classrooms were visited there. the highest incidence of our noticings there. Whereas that uh helping students maintain focus and manage distractions. We saw in every classroom students receiving reconstructive feedback. We saw in most classrooms uh the two lowest incident pieces that we saw were opportunities for students to set and pursue goals. But that might have been a timing thing because as we saw all students had goals. They just weren't spoken to when we
028did those walkthrough. So it's more in the NA category. And then the next low was teacher understanding addressing individual needs and learning styles. Little too much learning as opposed to differentiating down. So our work is cut out for us for some of the areas to to continue to to drill down. I spoke to uh discipline being um some markers for for efficacy of our work. Um as you can see we've got a very clear downward trend in our OSS data over the last four years. Um the darkest blue is the 2122 school year and the lighter blue is the this year the 2425. I do have to qualify that though that's based on last Friday's numbers. So, if there are any suspensions between now and June, that that'll go up by the end of the
029year a little bit. Um, but still clearly a downward trend. Um, when I talk to people who have been around the building, um, everybody remarks to to the change in the climate that they're experiencing and noticing and the ISS trend 22 23 was a tough year, but overall there's a downward trend as well. Um, our detention numbers are remaining kind of uh flat. Um, a little bit down, but the main thing there is that nobody's missing class at that point. There are still things that we need to address with um and so detention seems to be one of those ways that are less impact and still getting the point across. And then the last piece there is our restorative practices over the last four years and that's also been again 222 was a high data
030year but overall it's an upward trend. Um and the thing I'd like to point out here too is a lot of the restorative work has been done in the classroom. It doesn't even make it to the administrators. This is what the administrators are are logging computer and so our overall trend speaks to the work that's being done in the classrooms by the teachers. So things aren't escalating to administrators having to having to address them. Our attendance we had set as um as our target a 90% attendant average daily attendance. Uh we exceeded that all four year for quarters. So we're quite happy about that. Uh we even have 24 students as of last Friday with perfect attendance which is pretty impressive season and all that good stuff. Um and it did just a little breakdown
031to see um by race the attendance and really it's pretty pretty evenly disted. there's not really any one group. Um, one piece that's not up there because I can't pull the numbers, but I've seen the overall trends, um, our special ed and our economically disadvantaged students do comprise a little too much of that data. And that's some of the work we're doing with our, um, our, um, attendance by social worker to try to drill down on that and change those trends. And, um, just to be transparent, um, even though our daily attendance is good, we are still showing 262 kids with chronic absent which is more than 10%. Although I am happy to report that it doesn't mean they're in academic jeopardy. A lot of them have just absences, but have been able to make
032up that work. But just as a straight number, um that's where our number is at. This is probably the slide I'm most proud of. Um I've been reporting every couple years on this kind of stuff, but this is uh speaks to the credit bearing opportunities at Miller Middle School. Um and and gives us again a racial breakdown. at some of the work that we've been doing with our resource allocation review for the district to look at some of this work. Um, but we had already been looking at a little bit here. Uh, so math or algebra is our target for the RA work and we're recognizing that we don't have as much distribution of representation of of different subgroups in there. So that's a lot of the work that I'm sure others have reported, but
033it's very much happening in some going into the spring and summer that we prepare to change that from K through six. But I would like to point out that um you know in the top box you'll see the the actual representation of those subgroups to our to our population at Miller. If you look down to the overall the bottom row, the overall seats of eligible for high school credit, we're pretty proportionate with the exception of our special ed students. Um, so there's a lot of opportunities for our students to leave Miller Middle School with high school credit. And you know, I spent a lot of years at the high school. And I was very fond of saying back then graduation is it's not a 9 through 12 problem. It's a K12 thing. So we're doing
034what we can at Miller to to send kids up to high school some credits. Um, but as I mentioned before, some of the work we've done with Dr. Hunter, Mr. Thomas has been a great big part. So I'd like Mr. come on up and tell us a little bit about his critical inquity. All right. Good evening everyone. Um first want to say thank you to a lot of you. A lot of you guys were able to come out uh either last year or this year to our um new deal for the Kingston community which we kind of rebranded uh right after or right towards the uh last time we did this project. Um, this came out of a classroom project that I had started doing a few year or about 10 years ago now. Now
035I'm realizing how long I've been here. Um, but it uh has a much bigger impact now um due to my work with Dr. uh Hunter. Um, his encouragement has made me expand a lot of the work I do. I want to say pretty much every big project we do in class uh we have multiple um common assessments a lot of those are being affected by the work I've done with him um and I am a special ed teacher so I co-e that work then gets moved on with my co-teer who is also working with Dr. Hunter this year um and across the hall uh with Mr. Davis, the three of us have been working together, especially on this project. Um, we had basically during our Great Depression unit given the kids the opportunity to look
036at the New Deal and then come up with some of the hardships that they see affecting people in their community today. So, they were able to then uh create a New Deal style uh program that would address the hardships they see uh which Even though it wasn't a huge like monthlong project, which is only a couple days, they jumped right into it. Uh both years I've seen kids come out of their shell, get highly engaged, like get extremely passionate, uh passionate about different topics that affect our community and then share not only with you, but different members uh different elected officials in our community. Uh we've had the luckily we had many people both last year and this year um from city council uh Alderman uh county legislature last year um many different members of
037the county government as well as city Kingston and our surrounding towns that are part of our community as well. So it was a great opportunity for the kids uh both years. Um they all came away with some great comments and really excited. We had some great comments from our elected officials coming in as well. Um so overall this is a project I'm hoping to continue over the next couple years and would not have ever really come about to this level if it had not been for my work with Dr. Hunter who really did encourage me to you know ask to see who would come and I really do appreciate many of you guys who were able to come uh this year or last year. So with this um I was also encouraged by Dr. Hunter
038to go to uh present the work that we did at the New York State Social Conference of Colony. Um and luckily I uh was selected and with the help of many people in this room I was able to go up there and uh present and it was a great experience. Not only did I get a chance to present and share this with a lot of people from around the state I got a chance to then learn about what everyone else was doing uh which is going to have another impact and I ended up using something I learned that Friday at the conference the next uh Tuesday just having to line up with what they're doing and uh luckily my co-teer is awesome and is uh really willing to always take my ideas and kind of
039make something quick so we had enough time on Monday to make work for Tuesday. Um but if uh continuing forward uh we're going to continue expanding these projects, giving students the opportunities to bring in their knowledge of our community, bring in their, you know, cultural knowledge that they have grown up with. bring a lot to the classroom and um a lot of this work that I've been doing within progressional developments that schools offered has opened my eyes to like we need to get as much of that in there because that really does pull them and engage them. So just wanted to share that with you guys and thank you again very much for the opportunities in professional development working with Dr. Hutter um and many of the other people that Mr. Sher had showed on
040that list earlier and um thank you all again. Thank you. Another big piece of the Miller world is our family engagement effort, science night out. Every year it seems to be growing and growing. This past year was marvelous materials. Um again, thank you for those of you who were able to make it that day. Um just a wonderful time. We had over a thousand community members come out that day and explore our different hands-on science things and just a lot of fun. Um for those of you who can make it, we had a wonderful experience at the Adams family presentation this year and That's it. Thank you. Questions or comments? Mr. Ryan, thank you for the great performance. A lot of really good information on the CP CKLA. Um the pilot this year, fifth and
041sixth grade. Next year you're doing fifth. Does that mean in 206 27 it'll be fifth and sixth? Well, the program stop it's a K5 program. So, the next package is a 68 program. So, we're piloting this next year. We're piloting six through eight. Um because it's a very big departure for the seventh and eighth grade teachers. We want to give them an opportunity to kind of see the program, fill it out. Um some of the initial stuff we're already thinking and little not worried about, but just being cognizant of is that seventh and eight in the CKL program kind of implies that kids have already been in CLA. So just to jump right into it and they don't have that that background knowledge, it takes a little time to build that up. So knowing that
042it's already happening in earlier grades, you know, by so if we pilot next year, the following year, we'll have, you know, the kids from fifth grade, they'll be moving up and so, you know, be able to tap into it a little more because the orientation of the social studies is a little different than how we currently lay it out. So we want to make sure that it's it's a smooth experience and not leaving things out and and leaving like knowledge gaps in. Got it. Okay. Dr. Thank you, Mr. Chief. That was great. So much information. And I just wanted to make a couple comments and then I had a question. And one is that I just really appreciate the um data you put up about equalizing access to high school crediting opportunities. I think it's
043a great start. It's actually um yeah, it just it leaves me with a lot of hope for um really equalizing opportunities for students there. I appreciate that. Um, and also your efforts toward finding ways to respond to behaviors that don't remove students from classrooms and seeing some data on both restorative practices and even detentions um that keep our kids in classes. I appreciate the work that goes behind that. I was curious about the um the walkthroughs a little bit. Do you have for the percent of faculty that are participating in those? Oh um not not ready to my head. Um the it's there was two different walkthrough teams and we had two different instruments rubrics that we were using. Um so the one for the academic stuff was was kind of brought to us by
044uh the RPC and had a variety of of um where we're checking specifically for explicit instruction for use of SDI um and for atmosphere in the classroom are the main things. Uh the one we were kind of we took that from a couple different places. So uh in each of those we we didn't cross over. So we were we were doing different classrooms. So we knew that the focus for the um RPC was specifically sub um special class English classes. So we avoided those with the other ones. So you know that we weren't over in people's classes too too much. I see. I see. Um yeah, I really appreciate actually even the pigraphs where there were opportunities for growth because I really think that means um I think that's that's excellent, right? Showing that everyone
045is excellent everything right now is probably not as realistic. I really like being able to to see that um there's real efforts to identify the places for growth and we'll expect those point charts to change over time but um I yeah I think that that's a great baseline a starting point and you know those are really important seems like that's a really effective new strategy you're trying so yeah I mean the walkthroughs are really making a difference and it's it's a tricky balance because um you know the the the the evaluation cycle is is also walk you know so trying you do that. The adage was you see me with a clipboard, it's a walkthrough. If I've got my computer, it's it's an it's an actual observation and we kind of worked it out that
046way. But teachers were very cooperative, very accommodating. They're kind of getting used to the idea of we're just coming in the classrooms all the time and it's become very normalized, which is important as we continue all this program work to make sure that we're really doing it right. Thank you so much, Mr. Spicer. It was a good deal of information and very much appreciated. And the the one thing that that did catch my eye, it's a blinding flash of the obvious, the correlation between attendance rates and the ultimate graduation rate for our district. Um, but what is new when Dr. Palino and I found ourselves both in the same workshop at the NISA conference, what's new is how we approach improving attendance rates. Even when I was principal, it was punitive. we would contact parents
047or or or students at the high school level uh for for for being absent or being privately absent. And you said the issue is referred to your social workers, which is exactly where we're moving to. Why are you not here? How can we help you get here? Families have issues that that need to be resolved because everybody wants their child to be a success. So instead of being punitive, now we're being supported. And I really like out your support and Dr. Pin support who who you know a couple years ago I was saying we need social workers and and he made it you guys made it happen. So I appreciate you for for noticing that but it really was your work. So thank you. Well thank you. Thank you. Um thank you. I have a
048number a couple of questions. um in looking at the reading when you said you were doing various checkpoints if you will, how often are you doing those periodic quarterly? Okay, that's great. Thank you for that. The other thing I just wanted to commend you on is um thank you for continuing to work with students on student conferencing because I believe philosophically, educationally, one of the best things we can do for our students is empower them to be masters of their own learning. And so starting at that type of those types of procedures is a great starting point to start to get them where they need to go. For sure. And we're seeing more engagement from it. I mean, kids are, you know, they were setting goals and they're like, "Oh, I'm going to beat you."
049And so that little positive comp, you know, competitiveness is a good thing when it leads to achievement. For sure. That's great. So, thank you for that. Thank you, Mr. I just wanted to echo what um Dr. Collins said. I I appreciate how you handled discipline. I wanted to say how much I appreciate you in your work. That was a joy to see. It's kind of the culmination of the same thing, right? They're owning their learning and they're and they're taking to the next step and sharing with with other adults, you know, how they see the world should be. You know, it's really really powerful work that they did. Agree. Thank you, Mr. want to circle back to one thing. So she remind me something I meant to bring up. So on the pie chart, which
050is great visual information, but for the growth areas, it seemed that they were both successively high on the not applicable compared to the other. So sometimes that's about what we're seeing and when we're doing walkthroughs, we're only in the classroom for about 12 to 15 minutes. So you're not going to see everything every time. Um so sometimes, you know, like today we did a walk through and it was a class that was doing a um the first time they were uh doing a theatrical reading um sixth grade special class and um so each of them had their role and they were still working out who's you know could read when. So you know just when we're thinking wow she's not doing some of the stuff at the end of the period right when we're walking
051out she then addressed some of the things that we're missing. So some of it's the timing you know as we go into the classroom they might be you know if they're taking a test we're not going to see some of that supportive work happening. So it's just a timing thing I think on a lot of it. But you know just looking at what happened on the student led conference site and and even the kids that I showed some of wh even there they're all doing the work right that was the important thing. Great. Thank you. Sure. I I would just like to add that um we mentioned that the culture of the building has changed and it's not surprising given all of the the little things that are happening because collectively they're they're just going
052to establish relationships with kids between kids and um staff to kids and and the outcome is going to be very positive. So congratulations. Thank you. you know, we we've been living the CRS mindset for some years now. Starting to pay fail. And I think just to add to what Mr. Shever said, you know, when we were doing our surveys of our students in years, just when we were, you know, wondering is the culture change, what the students were telling us was we like what's happening here. So, it's just that it was kind of that growth and now it's kind of like bloomed. Um, you know, I remember going through that information and seeing what we're getting from the students is a very it was a very really positive picture of how they felt about their
053teachers and the school and the work that was going on there. So, I think that it was just it's just a little throw to break through and share. We got some of the narratives. There's been some narratives that I know that this takes some time to to unpack. You don't turn a ship on a dime. No. and and also congratulations on building a culture that allows those walkthroughs to happen because teachers learn best that way, learn best from other colleagues and and seeing that and that is building a culture that doesn't happen overnight. My staff's great really very supportive, very hardworking staff for sure. Thank you very much. Thank you, Mr. Uh, okay. Just actually just to kind of build on some of what we were talking about. I know that recently there was a
054an article in one of the local um publications, the Kingston Wire, regarding attendance of our of our Hispanic students in particular. Um, and it was in response to a foil request where frequently data given without context is a is not necessarily a great thing and receiving through foil turns that into that. But I I do want to set the record straight on what our attendance really is. Um the article makes it sound as if our attendance among our Hispanic students have dropped dramatically from year to year from last year this time to this year at this time. Um attendance you don't calculate attendance by number of absences. Okay. So really if you what you do is you take the number of days in a given time period. You multiply that by the number of students
055in the group you wish to measure. And then that's your total possible days of attendance. Then you take your number of absences from that and you and you divide that by your number of absences. It gives you your percentage of attendance. So just that so it's not oh there were 9 9100 absences last year at this time and 9,900 this year at this time. That means well first of all you there was no mention of how many students were there last year and how many were there this year. That makes a difference. How many days were during that time period last year compared to this year? That makes a difference. Were there snow days last year? Were there snow days this year? Do we have a longer break? Was it leap year? All those kind
056of things that we that aren't in there that make they can show huge differences. But just to say, you know, we do this and we do it with our computer program and every every day probably every board man say January, February, I came here and you all asked me this question. Are we seeing this? And almost every day I walked in the office and Mr. Reinhardt who always says there anything you need from me like that's the person he says to me every morning I said yeah what's the 10th looking like and he would go through it and say this is where we are this is where this and so just to give you a month by month and now I want to also just want to tell you there were more Hispanic students in
057the King City school district this year than last year and there were more school days between in the same time period this year than last year. So, of course, there are going to be more absences. It's just there's of course there's going to be more absences by in that total number. But percentage- wise, in 2024 and January, our Hispanic students attendance was 87%. In 2025, in January, our Hispanic students uh percentage attendance was 86%. In February of 2024, it was 89%. In February of 2025, it was 89%. In March of 2024 it was 90% and March of 2025 it was 90%. So we saw a small dip between 87 to 86% in January and other than that it was exactly the same. So we aren't seeing I know the headline read that there was a
058you know a huge or their attention was way down capitalized away. It's not that's not accurate. Um based on the and I'm not saying it was purposely inaccurate based on the numbers that were that were asked for in the the foil itself the it was raw data. It was not put into a calculation that how we actually calculate attendance among our students. And just for other just for comparative you know you want to compare our our students as a whole overall attendance rate in 2024 was 90.5 and our students as a whole in last this year was 90 90.5. So our attend I'm sorry 90.2. So our attendance is very very very consistent um amongst all of our um all of our subgroups and just our students as a whole. But that so that that
059information was incorrect and you even saw Mr. Sheber gave his attendance by subgroup. So you see what his attendance was for for a Hispanic subgroup. So that that that that article I'm not saying was purposefully incorrect but it was incorrect questions. just a statement. The the information um caught a number of us who who who were um at the candidate at the radio station candidate um u meeting last night caught us a little off guard but I felt really comfortable because the school board and Dr. Padalina have this conversation all the time. How is the current climate our current situations impacting our attendance rate? And Dr. Panelino was always very very responsive with with the data to help us to understand what's happening. So, we were all really caught up by by the inaccuracy last
060night. But what I did say last night was a quick defense because our district is really aggressive at addressing um uh continued attendance uh uh continued absences product absences of our students in a very positive and and and accepting way to increase our our students and our parents um ability to get their children to school and and I believe the school weather is really comfortable with how active we are at addressing attendance issues because we know the effect of uh chronic absenteeism on uh academic achievement and graduation rate. So, thank you Dr. That's my long way of saying thank you Dr. Well, and I think we need to thank principles too because in every uh school report that we've heard, attendance has been an issue and a priority for them. So, um and it's unfortunate
061that and the times we are for our immigrant population, but I think um at the building level, they're they belong and they're allowed to believe that they belong. So, and they're safe. I just Mr. um in the U thing that we just got in the um the budget book. Yeah, in the district report card, elementary and middle chronic absenteeism, Hispanic and Latino is second only to English language learners and economically disadvantaged. And for secondary, it's uh Hispanic and Latino is only second to English language learner. I'm pretty sure that's how it's been going that Latino students are the students who well your chronically absent students is not the same as our students our students daily attendance chronically absent student is one student with with a with 10% or more absences. So that's a different calculation.
062You're talking when you're talking about our overall attendance percentage attendance at school. That's one thing when we're talking about how many of our students are chronically absent. Yes, you're going to see you probably will see that through different subgroups and I could I could bring that back to all of you and show you how that's calculated also. I just that's not what we were talking about. Well, I mean so I guess my point is that I tend to see that that group has um some of the most deficiencies with with attendance. Not overall as a subgroup, but it's chronic individuals with chronic chronic absenteeism. That you're you're right. That's where they are in the percentage of those with chronic. Yes. And and historically not it's not that's not new. Listen. Okay. Uh just a couple
063other things for me. Um just some updates about things that are going on. Um another Reminder, I've said this several times, Memorial Day break will be Thursday the 22nd, Friday the 23rd, and then Monday the 26th. So that's where we move those snow days, the the give back snow days from the February break or the February break, not February break, I'm sorry, the April break to May. So just wanted to put that out there again. We'll send more information, you know, we'll keep letting parents know about that. Um, lot of events going on here the next few months. Um, just to give you some highlighted ones, and I know I sent this out to the board earlier, but does our masterworks concert is next Thursday the 15th at 7 o'clock at Point of Praise. Um,
064our senior prom, if anybody wants to go see our senior prom, Friday, June 6th. Our senior awards night is Monday, June 2nd at 6:00 p.m. at the the Windows Auditorium. Athletic awards is Tuesday, June 10th at 6:45 at the Windshielder Auditorium. Uh, our baloria will be at the mount this year um on the 23rd at 6 p.m. and graduation is Friday, June 27th at 5:00 p.m. Um, our meet the candidates night will meet on the 13th which is next week at 6 at 6 p.m. and our budget vote is May 20th. Um, couple of updates. Any questions on any of that to revisit that glory at the mount is at what time please? Six o'clock. Thank you. Um, a lot of things, you know, a lot going on with our bond as far as facilities
065are concerned. Phase one over spring break, we we did break through ceilings. We moved remove room in two classrooms and we got rid of a bunch of our ceilings. The breakaway ceilings like these here, they're gone. So, some of our classrooms have just worked to the deck, but um abatement and selecting mechanical areas. We did some exploratory field measuring to see what we needed to do once we get started in the spring. Um, submittals are coming in from preparing for summer. from our from our contractors and uh we have ordered some of the long lead items. Some of the things we know are going to take a long time. So, we've pre-ordered those even though we won't be probably putting in till later on, possibly some of them even into next year. Um phase two
066is still awaiting New York State Education Department approval. Phase 2A, um we are still working with our food service comp group. We finalized some of the uh what we want to order as far as our equipment. One of our biggest concerns is creating a kitchen while we do that kitchen. So, we're still working through strategizing around that because that the Bailey kitchen is our main kitchen for the entire district. So, um we're strategizing around that. Phase three of the New York State Education Submission part schedule for 59. So, that will go in for stage three. And then phase four will be in our stakeholder meetings with Meer, Graves, and JFK and design concepts of going to the principles that they're taking a look at what um our architects have come up with. And other than
067that, I don't have Anything else we want? Mr. Looking at the proposed calendar for next year, I feel like we've created the same situation almost that we created this year where the snow days are going to be and make these huge chunks of time off at times that are not good necessarily good for the education of children or the the sanity of teachers that are trying to get children ready for state tests. um and evaluations and college entrance things. I I is there any way to adjust that? I mean I I feel like I just I was going to actually bring it up. I think it's better than it was this year. My greatest concern is when we set a calendar and we all got the letter I believe but when we set a calendar
068then everybody plans for it and unfortunately field trips were planned and then when we shifted the calendar that opportunity was lost for our students. So um I think the practical reality is we are in global warming warming and we may face other situations where we have to give back contractual days. I don't know how we truly address it. Seems like we did some adjustment so that we wouldn't be two straight weeks on a give back. But uh I think we need to be very thoughtful on our give back days so that we don't find ourselves next year in the same situation. Joe, I'm sorry. Mr. Ryder, I actually wanted to commend the administration for this calendar because I think it's a very difficult situation where we can't look at givebacks until Februaryish March. March, right?
069like it snowed the first day of snow uh spring break this year. Saturday, Friday into Saturday it was snowing and so that's tough. I I like the extended May break which you still have 10 days two weeks before regents as opposed to the extended two week spring break. I I think it's hard. I mean, but we're really looking at if we only have zero one or two days. It's like if there's four or three days, there's an extra couple days. But I think it's a practical reality, Mark. And maybe shame on us that we didn't think about it, you know, when we so decided to change the calendar. It's better because um you know, our our break it would go to almost two weeks again. But if we had zero or one day, pardon me,
070if we had zero or one snow day, right? I mean what we can do with it to be honest, but I think it's something we need to be cognizant of. Oh yeah, we we spent a lot of time talking about it and have do it. I mean there's it's there's really no good answer except for get more snow, which would be great for the choice, right? I as an educator, I would have rather seen an odd day, a Wednesday here, a Thursday there, a Friday here, than have the chunk of time because quite honestly um as a music educator, they're all getting ready for NISMA um majors that right after that holiday and that's they don't have right after May holiday is majors And you're you're talking about not having rehearsals for a chunk of
071time. There there are advanced placement tests. You're talking about kids being out right before some of the advanced placement tests. I it I I think if we had random days here scheduled in it that it would be better than having chunks that that's not the time. Man, I've got like a chunk of time in the middle of March, but obviously we can't give the days in March because March is the longest month of the year as a teacher. All right. We can't do that. But the the the May one, I have four weeks until the kids I don't see the kids for two months. I I I I I always hated that. And and I I got to tell you, I don't know how many teachers say they they don't like having that chunk of
072time at that point because they want to get kids ready. And that would be my and I know it is better than it was. It's much better than it was, but I just I still don't like having extra chunks of time. and my brother have individual days because that way if you come up with a flood day after you've given your days back which is more likely right now than than a snow day. If you have flood days, you still have days. Well, that's why we put them in May at the end of May there. I mean, you're still that you're you're pretty much towards the school year's you very few days left in the school year by the when we give those back. So, you don't have to you won't run into one of
073those things where we have a flood day or or the power goes out in in Kingston and all the schools are dark and we have to and we gave everything back in February or April. I just don't know when you have a random day at this point in the calendar. It's like on Monday of this week was AP Euro. You start to have more AP tests coming up. You have state testing that happened right after, you know, that's that's almost running through in different capacities for different schools. When do you have like a random day here and there that's not going to affect There's no That's one of the problems. There's no day we're ever going to give back that's not going to have an impact on something that's going on. Especially when we go
074when we get the February, March, April, May, right? This is when and we found out with the concerts, we found out with the you know the AP exams, even our internal testing with I Ready and our state testing and all the things. It was just it's a nightmare. Um it's um and it would be that way whether it was one day or two days attached to some other things. The other thing is randomly, you know, if if you when I mean the worst attendance days in school are usually the day before and the day after a holiday, after a vacation, you know, you make five long weekends. You're wor those you've just you've just increased those bad attendance days by five times. We did that one year many years ago. We did long weekends and
075it was a disaster. So there's it's very hard to The only perfect solution would be we didn't well we don't have to give back the days. But right, I mean that's collective bargaining because that's not every district. We we give a lot more days back than other districts that I'm aware of. I mean my my my wife in Beacon did not get she might have gotten one or two days and they had similar well our teachers contract is 184 days of teaching. That's that's how many days they work. So you know that's the rest that's If we did have several years in a row where we were giving back a lot of days, would we consider reducing the number of snow days? Well, we could reduce the number of snow days, but I can reduce
076the number of teacher work days. Got it. Right. So, I mean, I can't increase the number of teacher work days, but you could maybe make a a longer February break. I mean, there's schools that have Oh, yeah. Oh, yeah. There's people February, you know, and Yes. that you know in I've been a superintendent for 20 years. I've never only called two snow days in the school year. Never. And I've never other than last year and this year, I've used every single snow day we've ever had. Every year we've been every year. I've been here for 13 years. So, it's it was a a problem that I didn't expect to happen. And again, you're right there. This could be it could be a change. It could be, but then uh it's on us because we changed
077the calendar. And I think maybe next year if we're in the situation, we need to be more thoughtful about that. That's all. But I think this is the time to be thoughtful. But I think it's a much improved calendar, right? Because we don't give this two week break right in the middle of some really and also I think you know as far as you know I did hear you know some people saying that some teachers or some said well we planned for this you know you should never plan for those give back days because anything can happen. You know, people shouldn't be planning for those give back days in Memorial Day. Tomorrow, lightning could strike Kingston High School and short out, you know, everything in our school district. So, and we would have to call
078an emergencies next day. So, people shouldn't be making plans that they're, you know, they're getting airplane tickets or they're planning something that they can't. I'm not concerned about that to be honest. It was the fact that um it had been a day, it was a field trip planned and it was a miss opportunity learning opportunity for students to be honest. The the others I agree with you but it that's all. Any other questions or comments for Dr. Um I guess do you expect there to be uh I don't even know if you call it extreme heat day. Um well I think the extreme heat legislation is is pretty um misunderstood. Um you know I think there's a belief that if if it's 88 degrees we have to close school. That's not true. If it's 88
079degrees, we have to start taking taking um measures to remediate the temperature in the classrooms. Starting with turn off the lights, lower the shades, open the windows, open the doors, you know, use fans. So, I don't I don't expect that to be as much of an issue as people are thinking it's going to be. Okay. Time will tell, though. Well, no, but nowhere nowhere in the legislation does say you have to close school, right? I know. Okay, that brings us to um one of the committee reports. We um Mrs. Jordan is not here and we do have one policy um that we are we have read and need to um vote on. So we could motion I'll make a motion to approve 6640 accounting or fix that. Second. All in favor of accepting that policy.
080That brings us to our consent agenda. Are there any items that would like to have pulled from the consent agenda? I have two items. BOE 48 and BOE 52. Any other items? So, if we could have a motion to accept the consent agenda minus DOE 58 and DOE 48 48 48. Second. All in favor of accepting the uh consent agenda. I So if we could have a motion now to look at um BOE 48. So move second and discussion. So my my question is uh we're eliminating a position of school psychologist um and I know we're doing it probably through attrition due to retirement. So my question really is what our ratio we have 5,800 students. How many school psychologists do we currently have in the district? Um we have I think 16 16. Okay,
081great. Thank you. Because that obviously meets the guidelines. I know that there's high needs but it does meet the guidelines of recommendations of the n uh national school psychologist association. Yes, we're well below. Well below that. Thank you. All in favor of um accepting the unless there's more comments. All in favor? I'm sorry, Mr. Um I was just going to say that I recognize that um that we meet the guidelines. I'm struggling to completely support the idea that we are using all of our psychologists to the maximum their potential to support the mental health needs in our district. So, I'm I'm slight am concerned about this particular position because um because of that. So, if there's no additional discussion if we could vote. Do we want to pull that vote? 48 do the roll. It's
082already been moved. Oh, no. It's been moved in a second. I just wasn't sure if we to call the RO. Can I Wait, can I have one other Where is the English position? The English position was positioned. It was at the Olster County Jail. Okay. So, we're no longer deriding education there. And it's just that there wasn't secondary in this position for that individual movement. Okay. So, all in favor of BOE48. Any opposed? None. So, that is approved. BOE 52. You have a motion. I second. Discussion on BOE 52 agreement. Okay. Um, I just wanted to publicly go on record saying that philosophically I do not believe in jewel agreements. So, I will be abstaining from the vote from an educational philosophy standpoint. Do we need to explain to the public what a dual agreement
083is? Yeah, that would be helpful. The dual agreement is an agreement that expand extends someone's probationary period from four years to five or could be from three to four but it expands it extends someone's probationary period. So it it just adds one more year toward their gaining tenure. So all in favor of accepting DOE 52 any oppos? Just one obception and one ob2 is approved. We do have a donation. I think we do. The board of education of the Kingston City School District hereby accepts with grateful appreciation the following generous donation to Ernest Meyer Elementary School from the Fairly New Gift Shop. a donation in the form of a $100 Visa gift card. So, thank you for that on behalf of our students at Wire. Thank you. That brings us to old business. We do
084have two resolutions on old business. If we could have a motion. Second. Um so we moved on BOE 5050 discussion. Yes, Mr. Ryder. So both the OE50 and 51 are currently they were referred to finance and audit. The city of Kingston came in and did original presentation. The board members on the finance and audit committee had requested some additional information. I seen that I had gotten an email from Dan Baker today there yesterday. I just literally before this meeting after the budget hearing forwarded it to Dr. Padalino and Miss Carbon and so they're requesting some information so that they can provide us the formulas that we're looking for if they needed an Excel spreadsheet. Um, I'm not comfortable moving forward with this and if I if it's the will of the board that this gets
085voted on tonight, I will be voting against both of these resolutions. Um, they're typically something that I would probably likely support depending on seeing the the fiscal impact, but I without seeing the fiscal impact, I can't support this. Mr. um I um concur with Mr. writer. As a longtime resident of the city of Kingston, I recognize the challenge for um uh housing and affordable housing. Uh however, as I sit in this seat as a board of trustee, I need to understand the fiscal impact to the district. Um so, if we move forward with this, I will be voting no this evening as well. I also agree with Mr. Ryder and I will be voting no. if we move forward with it and the reason I wanted to have discussion I can't vote for any until
086we have our state numbers and we know what we are dealing with for the entire population of the district I can't vote in good conscience to do any give backs until we know where we stand fiscally move to table I was just wondering if I can move to table this I move to table this I second that all in favor of table 50 any opposite so we we also have the 51 um the resolution adopting the state property tax 421 P2 second but you're not seconding no okay so without a second we um will not move forward on that particular resolution. That brings us to new business. Oh, I move to create a parenting engagement and standing committee in the board of education. Do we have a second? Actually, I I want to discuss this.
087Okay. So, I'll second it. Okay. Discussion. Go ahead. Um, so this is something that I I think should have it again. And I don't think it's fair to put it as to put it on Dr. after he um had difficulties with it. Um so I think this is something that the the board should do um which I wouldn't imagine it needs to go through too many changes of what it previousation was. But um I think this is something that our community needs. Mr. Sorry, Mr. Riner. Um okay, so it's an honor. Um so there's already a committee, parent engagement committee. There's three commiti, you know, board members on the committee. I don't think that there's a way that we have a committee like this with parent engagement that doesn't involve the administration. So, I'm just
088confused like it is a current committee. It hasn't met. And so I think one of the reasons I want a discussion is like as a board member I request that we either meet and and I'm not the liaison so Herb is. Um but I I request that we have a meeting or or discussion on a meeting and and figure out a way to have this be a productive committee again in whatever way that looks. But um or I request to be removed from the committee because I don't I don't like to be listed as a part of a parent engagement committee that essentially either doesn't exist or doesn't meet. Um who who are the other board members? Her Mary Stephan Yeah. and and you both okay I will have would this be agreeable to three
089of you that we will I'll call a meeting of the board members and myself and maybe some of the cabinet to talk about how we will move forward and create and and make this an active committee I'll do it within the week yeah okay thank you and we can do it by teams if that's if it's inconvenient so with that I don't think that the motion on the table is necessary and I would make a motion to or I mean actually we could just vote but yeah I think so I I I'll I'll take back my motion. Okay. So we have a motion, we have a second. We've had discussion. All in favor of creating a standing committee, a parent committee of the board opposed. We already have but we have a motion. So it's
090not a standing committee technically because we are liaons and so but the motion is to create a standing right right and actually I think we need to give credit to our teaching and learning folks because they are doing a lot with parent engagement um and they've had a lot of good sessions in terms of educating and and having conversation with parents and providing them with opportunity to to learn and listen and and have conversation with our administrators. So, um we're there. We're just not there in the same format of the past. So, did we finish the vote? Oh, we did. Yeah, we did. No, I I just need to have I don't know who vote. Can you nose? Can we go back up? Well, like all that stuff happened right in the middle of my
091motion. So, I think it would make more sense, but my motion, right? Well, there's a motion in a second. So, the chair called the question, she called the question of your motion, which just but didn't fail. If we recorded, I don't think why don't we call the RO and Okay. Miss Corson, no. Mr. Spicer, no. Dr. Collins, Mr. Ryder, no. Mr. Lamb, no. Mr. Fitzpatrick, yes. Miss Anderson, no. I called you. You didn't hear it. That brings us to I move to create a DEI standing committee. We have a motion. Do we have a second? No. Second. That does not move forward. Brings us to public. Oh, I'm sorry. Anything else? Nope. Anyone else? Um, public comment. Seeing and hearing none. If I could just just say something really quick. During our conversation earlier, um,
092MS had said that the psychologist position was eliminated through attrition, which it was. It was eliminated due to um enrollment but there was a layoff. So I said there was there was a layoff in that. Thank you for that question. I should clarify that board member announcements. Dr. I just want to announce that there had been two possible dates for the next teaching and learning committee um June 9th or June 16th and I think it's been decided now to be June 16th. So that'll be on 9:30 on here in this location. other announcements. I have a couple. Um, this is I believe this is teacher appreciation week, the first weekend. So, I think it's appropriate for the board to acknowledge and thank our teaching staff throughout the district. We have a lot of good people
093doing a lot of good work. So, um, I hope they are feeling appreciated. Um, my Second item is um evaluation, board evaluation and superintendent evaluation. Last year we were very deficient on the superintendent's evaluation having just approved that policy. Um June 15th is the deadline for that. So I'm going to ask um Mrs. to send out the evaluation form for both the the board goals and the superintendent goals. Um, and we'll figure out a time to allow people time to complete it. But then I'd like to plan for a retreat night early in June where we can um complete that evaluation. But that's everyone's approval. Mr. I do and I appreciate you getting it started early, but I do want to stress that it's really important that this school board unlike the last couple years
094is the one that's doing these evaluations. It's always it's been the last couple years it's been like once we've transitioned over and then like board members just haven't shown up if they they weren't on the board any anymore. So I I appreciate you for kind of getting this started a little bit earlier. When you look at the calendar where we're already approaching the middle of May, the middle of June is a month away. So, um I think we have to get things started so that we can meet those deadlines. Just um again, thank you for getting it going early. Um many of us are wrapping up end of year things and so some of those dates are already gone. So, the sooner we could get a date identified the better for all of us. So,
095I was a series send out we'll send out both blank evaluations so you can look through them and both sets of goals so that and it's really important that we meet that deadline. Yeah, it is. Last year we were not real good about meeting that deadline. So um and I know it's a busy time of year and it's it's just one more thing to add to the to the pile, but we could try and do that. I think we will benefit as a board. The superintendent will benefit and uh it's and then we're in compliance and the pre-work is important to getting your stuff. That's the deadline. That's June 15th or before that? Yeah, that's before. That'll probably be before the end of May. And just a question is May 28th the board reborg meeting.
096It says annual meeting on the calendar. That's the meeting that you have to certify the votes. Every every day after the not the 28th, the 21st, right? 21st. Yeah. 21st. That's that's what's called the annual meeting, right? When you tally the votes Okay. Was that a regular meeting? Okay. Nurse appreciation day also. It is nurse appreciation. Thank you, Mr. Lamb. I think of nurses as being our teachers. So, um but I know they they have some very distinct duties, responsibilities and So, we appreciate our nurses. Thank you. Any other announcements? I have one. Um I um I wanted to um apologize to the board and um the students, the banks, and the community as a whole for uh some of the poor decisions that I made um several weeks ago. It was a distraction and
097it did not uh put the board in in very good light and I apologize. Thank you. Any other announcements? That brings us to our favorite part. I'll make a motion. Okay. All right. We are. Thank you all. Thank you. Thank you. Go red. Sorry.