001Okay, we're going to call the meeting to order to 604. For those who are waiting, we apologize. We had a little technical glitch. We're all set. Um, so called to order. All members are in attendance. Please stand and join us for the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Are there any additions to the agenda? Yes, there is the um we added the approval of the agreement between Marian Central School District and our construction manager, Watchdog Building Partners. >> All right. Does anyone have any questions on the agenda? >> We have someone move it, please. >> I'll move it. >> Thank you. >>
002Tracy was first. >> Pick one. Everybody wants to draw. >> All in favor? >> Opposed? >> Motion pass. And I remembered all the words this brain farted last meeting. I even wrote them down in case it happened again. >> Complete blank last meeting. >> Okay. Any community comments or do we want to jump right into our presentation? >> Nobody signed. Fantastic ladies. >> All right, we are excited to welcome Bailey Graham and Ashley Osborne tonight. We are going to be presenting to the board on their uh presentation for elevating student voices. >> I have your slide. >> Sure. And you'll have to because it's a PDF, you'll just have to kind of scroll through this change. >> No, you'll have to just My screen is touchcreen. You can just scroll through for what you need.
003Perfect. >> Okay. Um, so hi, most of you know me already. I'm Ashley Osborne. I am a sophomore at Marian Junior Senior High School. >> Hi, I'm Bailey Graham. I'm also a sophomore at Marian Junior Senior High School. I don't think I've presented at a board meeting or anything of that nature before. So, >> so yeah, we're just going to we're just going to tell you guys a little bit about Elevating Student Voices, which was a program we attended at OC's for a few months. All right. Elevating student voices is essentially a platform where most of the schools and I think it's I think it's just in Wayne County can get together and discuss their school. So whether that be their school culture, maybe their school food, anything they'd like to see change about or
004just want to get off their chest. So it's big on student representation and having a platform for the youth to speak up. >> So it's actually the entire Wayne Finger like exposes region. So it's more than just Wayne County which is really awesome. >> And throughout these sessions we participated in circle discussions. Um these discussions were youth facilitated. So we had student so student volunteers receive talking points and uh light training and they would gather up their peers and discuss talking points. Uh we learned about neurode diversity like just basic leadership skills and everything of that nature. So it was really really awesome to have those peer-on conversations with a wide variety of people throughout the district. And one of the main goals of elevating student voices was as Bailey said to talk about and
005focus on our own like school individual school goals and use the tactics that we learned at the actual discussions and implement them into our school district. So as I mentioned how the thing how every meeting was peer facilitated. Bailey actually volunteered and she did facilitate in one of those circle one of those circle discussions which was awesome. And for our very last meeting with the elevating student voices, we actually did a um it was actually like every o opening comment and there were opening speeches. All of that were done by youth and Bailey was actually the one who did the opening remarks there. So I'll let her tell you a little bit about that. So obviously I'm sure you're all familiar with what an opening remark is. Opening up the um youth summit. I wanted
006to prioritize neurodeiversity as Ashley introduced and I'm sure you're all educated on what neurodeiversity is and how a certain culture of normalization can lead people in not necessarily a wrong direction but in the same direction. So, I talked about listening with intent to learn, not with intent to respond was a big line in there. And just embracing others differences and seeing from other perspectives that you may have not considered. >> Yeah, it was really awesome to see Bailey go through all of this because she actually joined the Elevating Student Voices program a little bit later than I did. Um, she spoke up and advocated for herself to join it because she heard about it and wanted to be a part of it. So, she was able to get that opportunity and she got to the
007point where she was confident enough to give the opening remarks which went amazingly for her and I'm so proud of her for being able to do that. Um, so moving on. Um, so as we were talking about the main one of the main points of the elevating student voices is to bring the discussions back to our school and create change in our school. Um so circle discussions that had already been going on in Marian um which is known as the Marian nights round table. It it is students from ages from grades 9 to 12 who discuss issues in our school. Last year a lot of the uh focuses were on language and like um education around language and this year we wanted to focus a lot more on impulsive impulsive behaviors um and still just
008like that kindness and respect just teaching students um integrity and how to respect each other. So we had these discussions and we tried to figure out how we wanted to focus this. So these uh group circle, these group activities, it was really awesome. We decided we wanted to focus more on middle schoolers to kind of like help integrate them into the like getting into the high school environment. So we actually talk to students. Um we went down to the elementary school and did our lessons with some of the students. Um if you want, we can pass this around later on, but like there's some pictures down here that show us with this with the sixth grade students. And it was just it was really a awesome opportunity for us to get to go down there
009and talk with them. And we actually modeled it off of one of our web lessons. Web stands for where everyone belongs. And that is our that is a separate program that helps integrate seventh graders, helps transition the seventh graders into the new building. So, we used a lesson from that program and expanded on it to talk about um the importance of language and respect and all of those awesome things to all middle schoolers. >> All right. Applicating our practices. Do you want to get started on that or would you like me to speak? >> Yeah. So, it so it's kind of like a similar thing I said before. Um, I think Bailey is just going to go into more depth about it about like what our specific conversations we had in the round table were
010because even though they were peer conversations, we still had set talking points that um, Mrs. Fitz and Mrs. Keller House devised for us. They were our like they were our adult advocates and supervisors and they kind of helped us helped lead us through the whole project. All right. So, the roundts, they were actually actually used to be called lead circles. They began in early 2025, I believe, and it was just a small selection of students open to other people, but there was a selection of students to get it started and so those students could then go to their peers. Um, I'll admit in the beginning it was kind of all over the place. We did have a lot of different input, but we were able to narrow it down through a few months of consistently
011having these discussions. We were able to narrow it down to a few things like I think Ashley said, impulsive behavior. Um, we also talked about social awareness, which I think that's not I think that's what was presented here. And those were the main categories we've been working on recently. Obviously, we think that's going to expand a little more as this is a fairly new program and more and more people are getting involved. But yeah. Yeah, it was really awesome because as Bailey mentioned, it was a little bit jumbled and all over the place in the very beginning, but using the skills that we learned at Elevating Student Voices, we were able to bring those back and implement them into the roundt discussions to kind of like center our focus more and actually get work done.
012Does anyone have any questions? >> Did you girls participate in the web program when you were in seventh grade? >> Um, >> or right, it's for seventh graders. >> Uh, so it's the web programs are lessons given to the seventh graders in order to help them with the transition because naturally being a sixth grader going into the high school is pretty intimidating. I can speak for myself and probably a lot of people. So we try and help them and just kind of not only give them the lessons but be a safe voice. So it was initially those um people coordinating those lessons web which we were a part of that were kind of um used for sorry let me rephrase that. It was those lessons that were used as a reference for these lessons because
013they share similar ideologies. >> And yeah, um when we were in seventh grade, we were actually the first group to like experience the web leaders. >> So that was like it was it was kind it was kind of a neat thing. It wasn't really anything that had been done before us. So, it was kind of neat to like experience and especially two years later to get the opportunity to become a web leader and help those that next generation of sec of seventh graders move on. >> Unfortunately, the program is only for nth and tth grade mentors. So, Bailey and I will not be able to be web leaders next year, but it has been a really awesome experience for us. >> And I also just want to say because I realized we didn't really explain
014what this is. Um, so the whole point of this was for our very last day at Elevating Student Voices, which is where Bailey gave her speech, we had a showcase where all of the schools made a presentation of some sort to show the progress they made and what they did. So this is so everything that we've told you so far during this we put all of this information on here and we basically gave a very similar spiel to like our our other peers and um staff members who were at elevating student voices. >> Will you continue? >> Yeah, that's great. >> Yeah. So I I think we'll still be be a part of the night's round table, but I'm not sure if we'll be able to get a chance to be in elevating student voices
015again because they try to get a new crop of students every year to really like give everyone the opportunity to. >> Okay. I would also like to add that initially one of the strategies which we use for impulsive behavior for getting the message out there to school was near pod lessons first thing in the morning which is basically the students open their computer and there's a slideshow and it didn't take long for us to realize and discuss that it wasn't appealing to everybody and people were just clicking through which is why we integrated those lessons. They're much more interactive and you can tell the kids are much more engaged and having a lot more fun. >> So, you feel like you've developed practices that have been able to kind of reach a broader spectrum of
016your peers? >> Yeah, for sure. And and I don't even want to say broader because we actually narrowed our lens because before the near pod lessons were for every student in the building 7 through 12 and we realized like seventh graders are developmentally different than 12th graders and they're not going to receive the same information in the same way. So, kind of catering towards middle schoolers and making it easier for those middle schoolers to learn those lessons early on and like start implementing those behaviors earlier might be more effective than giving everyone the same like dumb down speech that they've already that they've already heard. >> That makes a lot of sense. Very astute. >> Yeah, great job. >> Ashley, are you sure you're not a staff member? >> Would you like to be a
017child? Come on. Wonderful. Thank you for sharing. >> Really great. So proud of you both. >> Yeah. And it's really lay like you said, laying the groundwork for culture in the building. So really great work, girls. >> Thank you guys. To get on to it. >> You can definitely pass this around and look at the pictures or read the papers if you guys want to. >> Yeah, I'd love to read it. >> Yeah. Thank you so much. >> And thank you parents for your time this evening. We are going to keep going, but you guys don't have to say. We will completely understand if you have anything that you want to do like go vote or >> Yeah, voting is still open. >> Nice. Nice one there. >> Yeah. >> Just gonna hand this over
018to you. Okay. >> Personnel. >> All right. >> I assume you probably for each word. Yeah. Okay. I'm handing it off. >> So, um, we are very excited tonight to welcome a new staff member to Marion. So, tonight we have Rachel Rosser with us. She is our candidate to be appointed for our new elementary school psychologist position. So, we're thrilled to have Rachel join the team. um she did well throughout her whole interview process and really this is a position that we feel like is so important in terms of supporting our students especially early at the elementary level and we wanted to make sure that we found the person who we felt like was the right fit for the building for the culture of Marian and Rachel really rose to the top throughout the interview
019process to be that person we think so we're excited to welcome Rachel tonight. Fantast. >> Can we get a motion to approve Rachel? >> I second. >> Thank you. All in favor? >> I posted abstain. Motion passes. Rachel, we have a little bit of a tradition where we ask you to come and shake our hands. We can welcome you. Thank you so much. >> I'm so excited. >> Congratulations. >> Thank you. >> Welcome to the table. Lovely. >> Congratulations. >> Thank you. Thank you. Thank you. Thank you. >> Congratulations. >> Welcome. >> This has been trying for a while. >> Yes. >> You also don't. >> We appreciate you. >> I had a good meeting everybody. >> Have a great night. >> Thank you. Yep. So, next is just the approval of an MOA between
020the district and CSEA. And this will um allow uh CSSE members the choice to have either 21 or 26 pays across the school year. >> We haven't done that yet. >> No, that was part of teachers unit only, not CSA. So, now >> that's a long time. That should that Yes. Can I move that? >> I'll move it if not. >> Okay, there's two. All right. All in favor? >> Opposed? >> Abstained. Motion passes. All right. Next up, Board of Education reports and discussions. Most I have something that's not really so much a discussion, but just a request. Last year we got a calendar or a list of all the dates of everything coming up that ends the year. >> Sure. >> Could we get that sent to us again just so we make sure
021we get to everything that we can get to? >> Yeah. >> Um I will say I was a chaperon for the fifth grade field trip to Beaver Lake yesterday. And >> I've not heard of Beaver Lake. Is this new? >> I don't know. Well, uh, the tour guide we had, >> she stopped me on our way out and said that she has, um, trailg guided for Marian before and specifically requested to be on our field trip as a tour guide because our students are so respectful and engaging and just a treat to have. And, um, she said that we did not disappoint this year as well. So, congratulations to our fifth grade students and our fifth grade team. Uh, we're getting something right down there. Yes. >> And the parents who made those? >> Oh,
022yes. Yes. Yes. Yes. >> Anyone else have any reports? >> Um, we do not have a student rep. We have up to Dr. Lloyd. >> All right. So, I have um a few things for my superintendent report. But first, I would like to start with a recognition we just got. Um so, through New York State School Board's Association, uh I'm proud to present a board excellence award to Amber Taber. >> Oh. So this is through NISPA's board of excellence uh recognition program and it's for the professional development um the professional development and additional leadership pieces that you've taken on through the professional development you've attended and the different workshops. So we're pleased to proud this certificate. Congratulations. >> I am a little bit of a nerd. All right, I have an update. >> All right.
023So, tonight um I just wanted to give a quick uh snapshot for the board in terms of just enrollment updates at UPK and K. Our UPK and uh K registration has been open for a while now. So, I just want the board to know where we stand. And also, I have an addition that was sent to me um from Mrs. Phelps, just a little snapshot of Girls on the Run. So, they just had their 5K and they're celebrating their fifth year. Um, so just I'm going to share a few slides from Mrs. Phelps about Girls on the Run. So, for UPK, currently we're sitting at 26 students offered for UPK or registered for UPK. We're planning on offering um two integrated sections. So that is an integrated section is a section with a general education
024teacher and a special education co teacher. Um they co-e together. So those integrated sections have a cap of 16 students. Um unless we ask New York State for a variance. Um we've had to do that once previously just because of having an additional student move in and they were willing to do that. Um, so our plan still currently is just two sections. If our numbers increase, we can adjust as needed, but we're anticipating we'll just need those two sections in UPK. also um wanting to revisit in the board in with the board in the 24-25 school year, we offered because we had space in UPK um like this year, we offered to staff to enroll their students in the Maran UPK program um with no associated tuition, but also no busing or transportation provided. Um,
025and again, only if there was space, like not denying a Marian student a slot, but if we had open spaces, opening those up to staff children just in UPK only. So, that's something we're in a spot this year where we do have some space. So, we're looking for the board hopefully to be in support of that again like we did in the 24 25 school year as an option. Now, is this something you had mentioned? Do we want to make this a a policy? >> My my only thought about making it an official board policy is that the administration can make that decision every year based off from >> these are the numbers, these are the openings. And to me, it kind of like does the board have to be involved in this decision every
026year, >> right? >> To me, it doesn't need to be. If we have a policy that's clear and easy to follow, >> policy can state based on >> Yeah. based off of recommendation kind of cutting out that middleman staff >> just trying to make life more efficient. >> Yeah, >> is my thought. >> Um >> I don't know if if Boseies has a sample policy we can pull or >> something. >> Yeah, we can we >> have come to us and said >> we want to start this but we've never >> but I I just think it it's something we've agreed to in the past. There's no reason not to. >> Correct. Yeah. >> So if we just and again the board can always pull that policy back in the future if it becomes an
027issue or we find we never have position we don't ever have the ability or >> the financial side of it doesn't work for the district then the board can change the policy but we have the policy then you guys can just make that decision here. >> Sure. Now, with the with the statemandated preschool, >> so if by chance there was an influx of preschoolers, how would that play out? Would would the staff children get bumped or? >> Yes. Like in theory with the way New York State is saying that like UPK will be universal and whoever wants a slot will have a slot, then it would be that like staff students would need to attend in their home district and would be able to have a spot in their home district. >> Currently so many
028districts do a lottery system for UPK that um there's plenty of kids that don't have a spot for UPK which makes this like an opportunity. >> Okay. Would there be a cut off date? Like if we don't have our spots filled by X date, then we open it up to staff >> or is that something we can put that into the >> I think negotiate in the policy. >> Okay. >> What makes sense? >> Okay. I think the policy pretty much just has to say we support it at your discretion. Pretty much. >> Sure. >> Because if we get too nitpicky and it was the point of having >> No, totally. Makes sense. >> Okay. >> Yep. >> Well, we we'll work on the policy piece and bring that forward. >> Um, next up, kindergarten
029enrollment. So, our current enrollment in UPK is 30 students. Um, that includes two students who are out of district and will return to their home districts for kindergarten. um and one student um in that cohort who we anticipate entering a special class section. So that leaves us 27 students from our current EPK who will be going into kindergarten. And right now we have um six new kindergarten registrants. So we're sitting at 33 students right now registered for kindergarten. So, we're also anticipating two sections of kindergarten in next school year. >> It's almost It's almost David in Oh, >> kindergarten senior. >> Yeah. Yes, that's a good point. >> So, that's where we stand for kindergarten. We always get a few more students over the summer registering for both UPK and K, but we still feel
030like for both, we'll probably be able to accommodate that between. >> Any questions? Okay. Um, and now our excited Girls on the Run update. So, um, this year Jodie Phelps and Rachel Bentley coached our Girls on the Run team. Um, so Jod sent me this five seasons of Girls on the Run at Mees. It seems amazing to me that it's been five seasons already for Girls on the Run. Um, but a little bit about the program itself. So the kind of mission of Girls on the Run is to be able to inspire individuals to build and grow self-confidence. Um that the participants experience belonging and connection as being part of a team. Um the coaches facilitate lessons that are a blend of both like physical activity. So you like start, you know, your training program
031for your 5K that you run at the end, but also like life skills development. So uh navigating friendships, talking about emotions, having empathy. Um part of the girls on the run programming is always a computer a community impact project. Uh so this year's team would like to do a mural by the back gym doors at MEES just celebrating girls on the run and having um all of the participants with like their handprint around it and their names and then they do an end of season 5K. So this is that's what they work toward across the season. Um and then go do that 5K. It's we usually do a practice 5K at the elementary school and then the real 5K has been held at MCC. So, who is involved? Um, anyone in grades three through six.
032So, even though it's called Girls on the Run, boys can also participate. Um, coaches for each team and then running buddies for the end of season 5K. So each participant gets paired up with an adult running buddy who runs with them through the 5K and our staff members have been amazing at stepping up to do that with our participants. Um so it's great. It's a especially when you get to MCC there's so many people you like would see why you would want a running buddy so nobody gets lost or overwhelmed. Um, running buddies also can include family members. Uh, and as Mrs. Phelps put in there, you'll probably recognize some of the staff faces in these photos. So, just a thank you from Girls on the Run for the support of the program and um
033this year's race, it rained while the girls were there, but um it's still such a joyful event where it's like a true sense of accomplishment for the girls. So, uh Mrs. Phelps included a little video clip of one of our students finishing this year. >> Oh. Well, it really did get rained out, huh? Or not out, but >> that's amazing. >> So, those are my updates for today. >> Very cool. >> I like that one. That was fun. >> All right, Mr. killer house. You already >> uh so I have two things tonight. The first is um we need to do some clean up on the Relion accounts to remove Rich Walker from both all the bank accounts and the credit cards and add me to all of them so that we can make sure
034that someone has access to all the schools. >> Yeah. >> Is it just him on it? >> He's one of multiples, right? >> He is one of multiples. Um, right now it's him, Lisa, and then I think one person from the CBO is on there as well. >> Just so clarifying because I did this with a nonprofit and the moment we entered it, they discontinued that person's access and until they processed the credit card for the new person, we had no credit card. >> That's what they did with our Amazon account. >> So, just making sure that someone has else has access to make sure funds go out to pay bills. We have all the paperwork filled out already. We just need um board minutes so that we can take it on Thursday and get
035everything approved while we're right there. >> Okay. I just we had that happen and um it took 7 to 10 days. >> So it says approval on this but does not say action. Give me action on this action on this. Okay. >> Yes. >> Can we have a motion to approve this? >> I'll move it. >> First and second right over here today. All in favor? >> Opposed? Abstain. Motion passes. >> Thank you. Uh the other is uh yesterday we got a new contract for our um capital project management watchdog. Uh so we need that to be approved so we can start the process of moving forward with our capital project that we're looking to send to SCB probably sometime in July. Uh it comes in at about four and a half% of the cost
036of the project. And that's pretty much right in the middle of all the area ones. They range from four to 5% depending on the size of the project. >> Anyone have any questions? >> Would anyone like to move it? >> Second. >> All right. All in favor? >> Opposed? Abstain. Motion passes. >> That's all I have. Thank you. >> All right. Moving on to consent agenda items. Does anyone have any questions on the consent agenda items? Nope. We get a motion to approve. >> Thank you. >> I'll second. >> Thank you. All in favor? >> Opposed? Abstained. Motion passes. >> We now have empty seats in the so I'm going to assume there's no committee. Um, and can we have a motion to move into executive s session to discuss litigation pending litigation due process
037case number 678509 and personnel matters? >> I'll second. Thank you. All in favor saved. Motion passes. All right.